Gágyor, Ildikó

[["dc.bibliographiccitation.artnumber","Doc52"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","GMS Zeitschrift für medizinische Ausbildung"],["dc.bibliographiccitation.volume","28"],["dc.contributor.author","Simmenroth-Nayda, Anne"],["dc.contributor.author","Alt-Epping, Bernd"],["dc.contributor.author","Gágyor, Ildikó"],["dc.date.accessioned","2019-07-09T11:53:52Z"],["dc.date.available","2019-07-09T11:53:52Z"],["dc.date.issued","2011"],["dc.description.abstract","BACKGROUND: The concerns of patients suffering from life-threatening disease and end-of-life care aspects have gained increasing attention in public perception. The increasing focus on palliative medicine questions can be considered to be paradigmatic for this development. Palliative medicine became a compulsory subject of the undergraduate curriculum in Germany to be implemented until 2013. The preexisting conditions and qualifications at the medical faculties vary, though. We describe the conceptual process, didactic background, and first experiences with the new interdisciplinary course \"Delivering bad news\" as a compulsory part of the palliative medicine curriculum. METHODS: Since autumn 2009, this course has been taught at the University Medical Center Göttingen, consisting of two double lessons in the final year of medical education. Considering the curriculum-based learning goals in Göttingen, the focus of this course is to impart knowledge, attitudes and communication skills relating to \"bad news\". RESULTS: Although the seminar requires adequate staff and is time-consuming, students have accepted it and gave high marks in evaluations. In particular, the teachers' performance and commitment was evaluated positively. DISCUSSION AND CONCLUSIONS: We describe the first experiences with a new course. Didactic structure, theoretical contents, role-plays and usage of media (film, novel) are well- suited to communicate topics such as \"bad news\". Additional experiences and evaluations are necessary. According to the progressive nature of learning, it might be worthwhile to repeat communication- centered questions several times during medical studies."],["dc.description.abstract","Zielsetzung: Verschiedene Aspekte bei der Behandlung lebensbedrohlich erkrankter Patienten und der Begleitung Sterbender rücken zunehmend in den gesellschaftlichen Fokus. Paradigmatisch hierfür kann die zunehmende Aufmerksamkeit gegenüber palliativmedizinischen Inhalten betrachtet werden, die seit der letzten Änderung der ärztlichen Approbationsordnung im Medizinstudium ab 2013 verpflichtend unterrichtet und geprüft werden müssen. Die didaktischen Vorerfahrungen und strukturellen Voraussetzungen zur Integration von Lebensend-Themen in das studentische Curriculum sind an den einzelnen Fakultäten jedoch sehr unterschiedlich. Dieser Artikel beschreibt die Konzeption des neuen Pflichtseminars „Überbringen schlechter Nachrichten“, dessen didaktischen Hintergrund sowie erste Erfahrungen bei der Durchführung für Studierende unmittelbar vor Eintritt in das Praktische Jahr. Methodik: An der Universitätsmedizin Göttingen wird seit dem Wintersemester 2009 ein aus zwei Doppelstunden bestehendes Pflicht-Seminarr zum Thema „Überbringen schwerwiegender Nachrichten“ unterrichtet. Unter Berücksichtigung des Göttinger Lernzielkataloges wird Wissen vermittelt, die kommunikativen Fertigkeiten in Form von Rollenspielen verbessert und die affektive Ebene durch den Einsatz von Literatur mit einbezogen. Ergebnisse und Schlussfolgerung: Das Seminar ist zwar zeit- und personalaufwendig, wird aber von den Studierenden gut angenommen und evaluiert. Besonders positiv wird das Auftreten der Dozenten bewertet. Der didaktische Aufbau von Lerninhalten durch Kombination von Medien (Filmausschnitt, Roman), Kleingruppenarbeit und Rollenspielen ist zur Vermittlung des Themas gut geeignet. Weitere Evaluationen müssen folgen. Wünschenswert wäre im Sinne der Lernspirale ein mehrfaches Aufgreifen des Themas innerhalb des Studiums."],["dc.identifier.doi","10.3205/zma000764"],["dc.identifier.fs","584691"],["dc.identifier.pmid","22205910"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/8180"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/60517"],["dc.language.iso","de"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","final"],["dc.relation.issn","1860-3572"],["dc.relation.orgunit","Institut für Allgemeinmedizin"],["dc.rights","Goescholar"],["dc.rights.uri","https://goescholar.uni-goettingen.de/licenses"],["dc.subject.mesh","Communication"],["dc.subject.mesh","Cooperative Behavior"],["dc.subject.mesh","Curriculum"],["dc.subject.mesh","Education, Medical, Undergraduate"],["dc.subject.mesh","Faculty, Medical"],["dc.subject.mesh","Germany"],["dc.subject.mesh","Humans"],["dc.subject.mesh","Interdisciplinary Communication"],["dc.subject.mesh","Medicine"],["dc.subject.mesh","Palliative Care"],["dc.subject.mesh","Physician-Patient Relations"],["dc.subject.mesh","Truth Disclosure"],["dc.title","Überbringen schwerwiegender Nachrichten – ein interdisziplinäres Lehrkonzept im Pflichtcurriculum"],["dc.title.alternative","Breaking bad news - an interdisciplinary curricular teaching-concept"],["dc.title.translated","Überbringen schwerwiegender Nachrichten – ein interdisziplinäres Lehrkonzept im Pflichtcurriculum"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","Doc55"],["dc.bibliographiccitation.firstpage","1"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","GMS Zeitschrift für medizinische Ausbildung"],["dc.bibliographiccitation.lastpage","12"],["dc.bibliographiccitation.volume","29"],["dc.contributor.author","Gágyor, Ildikó"],["dc.contributor.author","Hilbert, Nadine"],["dc.contributor.author","Chenot, Jean-François"],["dc.contributor.author","Marx, Gabriella"],["dc.contributor.author","Ortner, Tuulia"],["dc.contributor.author","Simmenroth-Nayda, Anne"],["dc.contributor.author","Scherer, Martin"],["dc.contributor.author","Wedeken, Sven"],["dc.contributor.author","Himmel, Wolfgang"],["dc.date.accessioned","2019-07-09T11:54:39Z"],["dc.date.available","2019-07-09T11:54:39Z"],["dc.date.issued","2012"],["dc.description.abstract","AIMS: Negative experiences during the course of medical education have been reported in many countries, but little is known about the perceived severity of these experiences. We studied for the first time how often students at a medical university in Germany have had negative experiences, and how severe they perceive these to be. METHOD: We asked medical students in an online survey whether they felt adequately appreciated, had experienced peer rivalry, verbal abuse by their mentors, physical abuse or mistreatment, sexual harassment, racial or ethnic discrimination, or any other kind of mistreatment. RESULTS: Of 391 students, 56% stated that they felt insufficiently appreciated, 51% had experienced rivalry, and 34% had suffered verbal abuse. Fifty-nine percent of the students felt highly aggrieved because of verbal abuse, while 46% were aggrieved by the ongoing rivalry and 32% by the lack of appreciation. Significantly fewer students felt upset because they were passed over or ignored (21%). Generally, female students felt more often aggrieved by these negative experiences than their male colleagues. CONCLUSION: Of the possible negative experiences, the less prominent ones such as lack of appreciation or verbal abuse are not only frequent, they are also perceived as very upsetting. Medical teachers should reflect this more in their day-to-day dealings with students and aim to improve on their contact with the students accordingly."],["dc.identifier.doi","10.3205/zma000825"],["dc.identifier.fs","592279"],["dc.identifier.pmid","22916081"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/9541"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/60705"],["dc.language.iso","de"],["dc.notes.intern","Merged from goescholar"],["dc.relation.issn","1860-3572"],["dc.relation.orgunit","Institut für Allgemeinmedizin"],["dc.rights","CC BY-NC-ND 3.0"],["dc.rights.uri","https://goescholar.uni-goettingen.de/licenses"],["dc.subject.mesh","Adult"],["dc.subject.mesh","Attitude of Health Personnel"],["dc.subject.mesh","Data Collection"],["dc.subject.mesh","Education, Medical"],["dc.subject.mesh","Female"],["dc.subject.mesh","Germany"],["dc.subject.mesh","Human Rights Abuses"],["dc.subject.mesh","Humans"],["dc.subject.mesh","Interpersonal Relations"],["dc.subject.mesh","Male"],["dc.subject.mesh","Mentors"],["dc.subject.mesh","Peer Group"],["dc.subject.mesh","Prejudice"],["dc.subject.mesh","Questionnaires"],["dc.subject.mesh","Sexual Harassment"],["dc.subject.mesh","Students, Medical"],["dc.title","Wie häufig und belastend sind negative Erfahrungen im Medizinstudium?"],["dc.title.alternative","Frequency and perceived severity of negative experiences during medical education in Germany--results of an online-survery of medical students"],["dc.title.subtitle","Ergebnisse einer Online-Befragung von Medizinstudierenden"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]