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Infection prevention in medical education - results of a descriptive cross-sectional study in Germany.
Tingelhoff, Paul-Dierk; Hufert, Frank; Kiessling, Claudia; Otto, Bertram.
Afiliación
  • Tingelhoff PD; Witten/Herdecke University, Faculty of Medicine, Education of Personal and Interpersonal Competencies in Health Care, Witten, Germany.
  • Hufert F; Brandenburg Medical School Theodor Fontane Senftenberg, Institute of Microbiology and Virology, Senftenberg, Germany.
  • Kiessling C; Witten/Herdecke University, Faculty of Medicine, Education of Personal and Interpersonal Competencies in Health Care, Witten, Germany.
  • Otto B; Witten/Herdecke University, Faculty of Medicine, Education of Personal and Interpersonal Competencies in Health Care, Witten, Germany.
GMS J Med Educ ; 41(1): Doc4, 2024.
Article en En | MEDLINE | ID: mdl-38504860
ABSTRACT

Objective:

The aim of the study was to assess the current curricular status of content on infection prevention in hospitals during medical education prior to the development of a serious game on infection prevention in hospitals. In addition, the data collected was to be contrasted with the training for a specialist nurse in hygiene and infection prevention (FKHI).

Methodology:

In an online survey, persons in charge of medical degree programs and continuing education centers for FKHI, SkillsLabs and professional associations in Germany were asked to answer 28 questions on framework conditions, teaching, examinations, and gamification.

Results:

Data was collected for 22 medical degree programs and 5 FKHI continuing education centers. Due to the low response rate, the data for the FKHI was only analyzed in summary form. On average, 13.5 teaching units (median) are available in medical studies. Six degree programs have a longitudinal curriculum. In 7 of the 22 degree programs, teaching is based on the National Competency-Based Learning Objectives Catalogue (NKLM). Almost all locations teach this content in lectures (n=18) and/or in internships (n=13). Teaching and examinations are most common in the third year of study (n=12). In addition to practical OSCE examinations (n=5), written (n=12) and computer-based (n=8) examinations are used in particular. Gamification is known as a didactic approach to some extent but is not used for teaching infection prevention.

Conclusions:

Infection prevention in hospitals is given relatively low priority in medical education. Teaching and examinations are based on traditional knowledge-oriented formats, although practical teaching and practical examinations are established at some locations. In contrast to the FKHI, learning objectives currently appear to be less standardized. Further interprofessional development of teaching would be desirable in the future.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Educación Médica / Educación de Pregrado en Medicina País/Región como asunto: Europa Idioma: En Revista: GMS J Med Educ Año: 2024 Tipo del documento: Article País de afiliación: Alemania Pais de publicación: Alemania
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Educación Médica / Educación de Pregrado en Medicina País/Región como asunto: Europa Idioma: En Revista: GMS J Med Educ Año: 2024 Tipo del documento: Article País de afiliación: Alemania Pais de publicación: Alemania