Nikoletta Zeschick|Luca Frank|Kathrin Schnitzius|Birgit Stubner|Thomas Kühlein|Marco Roos|Piet van der Keylen
Auswirkungen eines Wahlfachs zur evidenzbasierten klinischen Entscheidungsfindung auf die Kompetenzen und Einstellungen von Medizinstudierenden: Eine Pilotstudie
Friedrich-Alexander-Universität Erlangen-Nürnberg|Friedrich-Alexander-Universität Erlangen-Nürnberg|Friedrich-Alexander-Universität Erlangen-Nürnberg|Friedrich-Alexander-Universität Erlangen-Nürnberg|Friedrich-Alexander-Universität Erlangen-Nürnberg|Friedrich-Alexander-Universität Erlangen-Nürnberg|Friedrich-Alexander-Universität Erlangen-Nürnberg
background evidencebased medicine ebm teaching subject increasingly taken account master plan 2020 date neither theoretical requirements practical applications ebm consistently implemented clinical curriculum fill gap digital tutorbased ebm course developed aim identify student characteristics statistical competence need cognition nfc work experience patterns avem diagnostic uncertainty first cohort order ensure successful course implementation prepare future doctors role mediators health literacy using ebm methods methods longterm study started summer term 2019 10 medical students clinical training measurements conducted t0 course attendance t1 sociodemographic variables taken t0 quick risk test pru questionnaire nfc scale avem collected t0 t1 results half students started doctoral thesis attending course first test results quick risk test t0 50 90 t1 60 100 students showed high scores nfc scale x 46 sd 052 x t0 t1 01 medium scores perfectionism scale x 38 sd 051 x t0 t1 01 resignation tendency x 38 sd 117 x t0 t1 01 scale aggressive problem solving x 39 sd 106 x t0 t1 02 achieved high levels anxiety due diagnostic uncertainty x 48 sd 069 x t0 t1 04 scale concern poor outcomes x 39 sd 154 x t0 t1 06 scale restraint disclosing uncertainty patients pronounced scale restraint disclosing errors physicians x 35 sd 093 x t0 t1 03 compared x 23 sd 120 x t0 t1 01 discussion statistical competence improved course attendance one student able correctly answer items t1 nfc avem strongly expressed sensitive change sample greatest changes observed scales concern poor results fear diagnostic uncertainty decreased course participation conclusion long term development new measuring instrument assess ebm competencies instead quick risk test conceivable longitudinal design also enable us make causal interpretations track changes students competence feelings behaviour attitudes