How can communicative competence instruction in medical studies be improved through digitalization?

• Main Authors: Schick, Kristina, Reiser, Sabine, Mosene, Katharina, Schacht, Laura, Janssen, Laura, Thomm, Eva, Dinkel, Andreas, Fleischmann, Andreas, Berberat, Pascal O., Bauer, Johannes, Gartmeier, Martin
• Format: Article
• Language: deu
• Published: German Medical Science GMS Publishing House 2020-11-01
• Series: GMS Journal for Medical Education
• Subjects: medical conversation; competence measurement; e-learning; digitalization; video reflection; situational judgement test
• Online Access: http://www.egms.de/static/en/journals/zma/2020-37/zma001350.shtml

The teaching of communicative competence plays an increasingly important role in medical education. In addition to traditional teaching formats, such as role-plays with simulated patients, technology-based approaches become more important in medical education. Teaching materials are increasingly augmented by videos of simulated doctor-patient conversations. This combination allows the content of teaching materials to be demonstrated with video or for videos to create a basis for reflection activities. In addition, conversation videos can illustrate different qualities of clinical communication and serve as illustrative material for describing particular issues in more detail. In addition to teaching clinical communicative competence, the assessment of this competence also plays an important role in medical educational research. So far, this has mainly been conducted through direct observation using checklists or rating scales. Relatively little is known about the assessment of communicative competence using standardized online-based tests. Situational Judgement Tests (SJTs) offer a promising approach in this respect. The BMBF-funded (BMBF = Bundesministerium für Bildung und Forschung – Federal Ministry of Education and Research) joint project addresses these two issues. Specifically, the project is engaged in developing e-learning modules to promote communicative competence and an assessment of this competence using an SJT. The present paper focuses on the benefits of technology-based learning and assessment units for clinical communicative competence in medical studies, using the project as an example.