During the pilot PJ-OSCE, we worked closely with the Training Academy for Nursing (BAP) at the MHH. The BAP supported us with nursing students who played individual simulation patients. The portfolio there ranged from patients with illnesses to parents of sick children or the nursing management of a hospital to specialized medical assistants in general practitioner care.

The mutual synergy effects were so great that this cooperation is to be maintained and even expanded.

For example, the joint participation of BAP students and Human medicine students in individual peer-teaching tutorials is planned.

In addition, the peer-teaching tutorials organized in cooperation with the BAP will be further expanded and revised.

If you have any questions, please contact Sina Golon.

Publication: Multiprofessional Interdisciplinary Module to Strengthen Interprofessionalism in Medical Education (MIDSIM)Golon S, Schultz N, Noll C, Behrends M, Herold L, Steffens S; Annual Conference of the Society for Medical Education (GMA). Osnabrück, 14-16.09.2023. Düsseldorf: German Medical Science GMS Publishing House; 2023. DocV-01-02 (V-01-02); http://www.egms.de/de/meetings/gma2023/23gma002.shtml, DOI: 10.3205/23gma002, URN: urn :nbn:de:0183-23gma0025

Virtual emergency room 2.0

Students work as physicians in the virtual emergency room and care for the virtual patient.
The medical history leads you to the possible diagnosis, which can be supported or proven with laboratory, ECG, sonography or other examinations.

Students learn the structured approach to emergency patients and clinical decision-making from admission to transfer of the patient in a safe learning environment. They can try out, learn and make mistakes in the safe environment of the simulation.

If you have any questions, please contact Christoph Noll

Publication: Clinical decision making - safe training in the virtual emergency room; Noll C, Golon S, Behrends M, Steffens S; Annual Conference of the Society for Medical Education (GMA). Osnabrück, 14-16.09.2023. Düsseldorf: German Medical Science GMS Publishing House; 2023. DocV-15-04 (V-15-04); http://www.egms.de/de/meetings/gma2023/23gma079.shtml, DOI: 10.3205/23gma079, URN: urn :nbn:de:0183-23gma0791

Description follows...

Description follows...

In the practical year, it is no longer just about factual knowledge, but rather the individual skills and abilities acquired during the course of study must be applied to real patients, sometimes simultaneously.

What better way to test these skills and abilities than in an OSCE exam?
What is an OSCE exam? OSCE stands for Objective Structured Clinical Examination. This form of examination aims for maximum standardization of the individual examination wards by acting patients with fixed role scripts and fixed examination matrices for objective assessment.

In this OSCE, students are confronted with a wide variety of cases from the entire field of medicine at 10 stations and can apply the skills they have acquired here. They are not tested on colobris, but on frequently occurring and potentially critical cases. The cases are interdisciplinary, developed in collaboration between different specialties but also interprofessionally in cooperation with physicians, students, scientists and nursing staff.

For further information, please contact the project team at PJ-OSCE@mh-hannover.de.

Publication: Feasibility study of an Objective Structured Clinical Examination (OSCE) before the practical yearNoll C, Golon S, Mücke U, Just I, Steffens S; Annual Conference of the Society for Medical Education (GMA). Osnabrück, 14-16.09.2023. Düsseldorf: German Medical Science GMS Publishing House; 2023. DocP-08-04 (P-08-04); http://www.egms.de/de/meetings/gma2023/23gma267.shtml; DOI: 10.3205/23gma267, URN: urn:nbn:de:0183-23gma2677

(as of 04.12.2023)

The basic resuscitation measures are essential for the survival of patients in circulatory arrest. For this reason, these measures are also anchored in the NKLM early on in the course (semesters 1-4) as 3b competence (competence to act: perform independently and appropriately to the situation, knowing the consequences).
The demands on students in terms of emergency competence increase with the duration of their studies. We have therefore divided our tutorial on Emergency Medicine into 3 levels. In order to be able to teach the knowledge and skills in depth at all levels and to consolidate the knowledge through longitudinal learning.

The first section deals with the basic measures for resuscitation, such as chest compressions and ventilation, and the use of a defibrillator.

In the second section, we then focus specifically on the ABCDE scheme for the structured handling of emergencies. The theoretical input is constantly supplemented by interspersed practical elements.

Finally, all of this knowledge, skills and abilities are combined in a real simulation and the students have to apply it to simulated patients.

The tutorials supplement the curricular offerings in the second and fourth years of study.

Please send any questions to Christoph Noll

Publication: 3-stage peer-to-peer training for the acquisition of emergency skills in students from the first semester to the Practical Year (PJ); Teuter M, Luu D, Golon S, Steffens S, Noll C; Annual Conference of the Society for Medical Education (GMA). Osnabrück, 14-16.09.2023. Düsseldorf: German Medical Science GMS Publishing House; 2023. DocV-33-03 (V-33-03); www.egms.de/de/meetings/gma2023/23gma176.shtml; DOI: 10.3205/23gma176, URN: urn :nbn:de:0183-23gma1769