Simmenroth, Anne

[["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.firstpage","212"],["dc.bibliographiccitation.journal","International Journal of Medical Education"],["dc.bibliographiccitation.lastpage","218"],["dc.bibliographiccitation.volume","5"],["dc.contributor.author","Simmenroth-Nayda, Anne"],["dc.contributor.author","Heinemann, Stephanie"],["dc.contributor.author","Nolte, Catharina"],["dc.contributor.author","Fischer, Thomas"],["dc.contributor.author","Himmel, Wolfgang"],["dc.date.accessioned","2019-07-09T11:41:30Z"],["dc.date.available","2019-07-09T11:41:30Z"],["dc.date.issued","2014"],["dc.description.abstract","OBJECTIVE: The aim of this study was to analyse the psychometric properties of the short version of the Calgary Cambridge Guides and to decide whether it can be recommended for use in the assessment of communications skills in young undergraduate medical students. METHODS: Using a translated version of the Guide, 30 members from the Department of General Practice rated 5 videotaped encounters between students and simulated patients twice. Item analysis should detect possible floor and/or ceiling effects. The construct validity was investigated using exploratory factor analysis. Intra-rater reliability was measured in an interval of 3 months, inter-rater reliability was assessed by the intraclass correlation coefficient. RESULTS: The score distribution of the items showed no ceiling or floor effects. Four of the five factors extracted from the factor analysis represented important constructs of doctor-patient communication The ratings for the first and second round of assessing the videos correlated at 0.75 (p<0.0001). Intraclass correlation coefficients for each item ranged were moderate and ranged from 0.05 to 0.57. CONCLUSIONS: Reasonable score distributions of most items without ceiling or floor effects as well as a good test-retest reliability and construct validity recommend the C-CG as an instrument for assessing communication skills in undergraduate medical students. Some deficiencies in inter-rater reliability are a clear indication that raters need a thorough instruction before using the C-CG."],["dc.identifier.doi","10.5116/ijme.5454.c665"],["dc.identifier.fs","608012"],["dc.identifier.pmid","25480988"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/12155"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/58447"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.relation.issn","2042-6372"],["dc.relation.orgunit","Institut für Allgemeinmedizin"],["dc.rights","CC BY 3.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/3.0"],["dc.subject.mesh","Clinical Competence"],["dc.subject.mesh","Communication"],["dc.subject.mesh","Education, Medical, Undergraduate"],["dc.subject.mesh","Educational Measurement"],["dc.subject.mesh","Factor Analysis, Statistical"],["dc.subject.mesh","Female"],["dc.subject.mesh","Humans"],["dc.subject.mesh","Male"],["dc.subject.mesh","Observer Variation"],["dc.subject.mesh","Psychometrics"],["dc.subject.mesh","Reproducibility of Results"],["dc.subject.mesh","Students, Medical"],["dc.title","Psychometric properties of the Calgary Cambridge guides to assess communication skills of undergraduate medical students."],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]