Delirium: medical students’ knowledge and effectiveness of different teaching methods
Objective - Medical schools are often blamed for inadequately training doctors on delirium. This study assesses the knowledge of medical students regarding delirium and evaluates different teaching methods for comparing learning outcomes. - Methods - A video, a handout, and a video+handout were used...
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| Hauptverfasser: | , , , , , , , , |
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| Dokumenttyp: | Article (Journal) |
| Sprache: | Englisch |
| Veröffentlicht: |
8 March 2019
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| In: |
American journal of geriatric psychiatry
Year: 2019, Jahrgang: 27, Heft: 7, Pages: 737-744 |
| ISSN: | 1545-7214 |
| DOI: | 10.1016/j.jagp.2019.03.003 |
| Online-Zugang: | Verlag, Volltext: https://doi.org/10.1016/j.jagp.2019.03.003 Verlag, Volltext: http://www.sciencedirect.com/science/article/pii/S1064748119302829 
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| Verfasserangaben: | Franziska Baessler, Anja Ciprianidis, Ali Z. Rizvi, Joshua Weidlich, Fabienne L. Wagner, Sonja B. Klein, Tabea C. Baumann, Christoph Nikendei, Jobst-Hendrik Schultz |
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| 520 | |a Objective - Medical schools are often blamed for inadequately training doctors on delirium. This study assesses the knowledge of medical students regarding delirium and evaluates different teaching methods for comparing learning outcomes. - Methods - A video, a handout, and a video+handout were used as three different teaching methods. Students were randomly assigned to three groups and pre- and postintervention knowledge gains were compared. Interventions were held between 2015 and 2018 at the University of Heidelberg Medical School in Germany. Seventy-eight (video intervention 33; handout 26; video+handout 19) sixth-year medical students participated. Participants learned about delirium with the help of a video, a handout, and both a video+handout at the start of one-hour lectures dedicated to teaching about delirium. Pre- and postintervention questionnaires, comprising five multiple-choice questions and a self-estimated grade of knowledge about delirium, were used. Variables calculated were objective and subjective knowledge, recall, and accuracy of self-assessment. Microsoft Excel and analysis of covariance were used to analyze data. - Results - Knowledge gains for all interventions were large (d>0.8) irrespective of gender. Post hoc comparison showed video and video+handout methods were more effective with high recall for video (92.8%). Students rated their knowledge as satisfactory, although they scored 11.4 out of 20. Preintervention knowledge level was correctly estimated by 31% of students, and postintervention by 40.3% students. - Conclusion - Teaching about delirium to medical students with a video resulted in better knowledge transfer and recall. Most medical students, particularly men, overestimated their knowledge about delirium. | ||
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