Employing immersion-crystallization qualitative thematic analysis, the authors explored the reflective writings of 44 medical and psychology students who visited the Auschwitz Memorial in 2019.
Six distinct themes, accompanied by twenty-two subthemes, were meticulously identified and mapped onto a reflective learning process model.
Subthemes of exceptional interest are those surrounding.
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Elements of the course that had a substantial effect were pointed out.
This curriculum's design stimulated a critically self-reflective learning process, supporting personal growth and professional identity formation (PIF), including critical consciousness, ethical awareness, and a strong set of professional values. The formative curriculum is structured by narratives, emotionally supportive learning experiences, and directed reflection on the moral implications of the subject matter. Essential to health professions education, the curriculum on Medicine during Nazism and the Holocaust is proposed to foster empathetic leadership, moral values, and appropriate behaviors for handling inevitable healthcare challenges.
This curriculum initiated a process of critical reflection and meaning-making, supporting personal and professional identity formation, including an enhanced awareness of critical consciousness, ethical responsibility, and professional values. Formative curriculum components involve narrative, the fostering of emotional growth, and guided reflection on the moral implications of learning experiences. The authors advocate for integrating a curriculum on medicine during Nazism and the Holocaust into health professions education, believing it essential for fostering empathetic, moral values, and behaviors to face inevitable healthcare difficulties.

Undergraduate medical students are assessed for licensing through a two-day oral-practical examination, the M3. Key performance indicators include the demonstration of aptitude in history-taking and the delivery of clear, structured, and unified case presentations. A key goal of this project was to create a training platform where students could develop their communication skills during the acquisition of patient histories and demonstrate their clinical reasoning skills in detailed presentations of focused cases.
A novel training program involved final-year students, playing the role of physicians, taking four telemedical histories from simulated patients. Following the receipt of further findings for two SPs, a handover presentation was given, including two previously unseen SPs. A senior physician facilitated a case discussion where each student presented one of the two SPs they had received. Feedback concerning participant communication and interpersonal skills, as assessed by SPs using the ComCare questionnaire, was supplemented by the senior physician's feedback on the participants' case presentations. The training, held in September 2022, saw sixty-two students, nearing graduation, from Hamburg and Freiburg universities, participate and evaluate its effectiveness.
Participants considered the training to be extremely relevant to exam readiness. Precision oncology The feedback given by the SPs on communication and the senior physician on clinical reasoning skills was ranked highest in importance by the students. The opportunity for structured history taking and case presentation was of significant value to participants, who strongly advocated for its increased inclusion in the curriculum.
Independent of location, this telemedical training can illustrate and include feedback, which is critical for medical licensing exam preparation.
Feedback on the medical licensing exam's critical elements is integrated into this location-independent telemedical training program.

In preparation for the 2020/21 winter semester, the Technical University of Munich (TUM) organized the 2020 OPEN Hackathon for the School of Medicine, thereby engaging with the challenges and solutions for medical education. Medical students, instructors, and administrative personnel at TUM's School of Medicine spent 36 hours confronting contemporary educational dilemmas, culminating in collaborative problem-solving and the creation of customized solutions, all through creative teamwork. The developed solutions are being currently incorporated and put to use in the field of education. The hackathon's operations and arrangement are described in this paper in detail. Beyond that, the evaluation of the event, including its results, is explained. We posit that this project acts as a groundbreaking example of a medical education initiative, using novel pedagogical formats.

Due to the COVID-19 pandemic, videoconferencing partially replaced in-person teaching methods. Still, teachers find fault in the students' reluctance to participate actively in the video-based online seminars. A contributing factor to this phenomenon is Zoom fatigue. Utilizing virtual reality (VR) for conferences, adaptable for users with or without head-mounted displays, represents one possible remedy to this concern. Quality in pathology laboratories Past research has yielded no understanding of the VR conference's connection to (1.) instruction, (2.) learner requirement, (3.) learning encounters (including engagement and social interaction), and (4.) learning outcomes (declarative and spatial understanding). The current investigation will analyze these facets in the context of videoconferencing, independent study, and, in the domain of teaching experience, in-person instruction.
As part of the Human Medicine curriculum at the Faculty of Medicine, Ulm University provided a compulsory General Physiology seminar to students during the winter semester of 2020/2021 and the summer semester of 2021. Three distinct formats—VR conference, video conference, and independent study—were utilized for the seminars, each offering identical content, with students free to select their preferred mode of participation. Utilizing a head-mounted display, the lecturer facilitated VR conferences, with student participation occurring through personal computers, laptops, or tablets. Assessment of learning experience and performance involved both questionnaires and a knowledge test. An assessment of the virtual reality instructional experience was carried out through a semi-structured interview.
In the VR conference setting, the lecturer's style of teaching was akin to their in-person approach. Students, for the most part, leaned towards independent study combined with video conferencing. The latter approach manifested a significantly weaker impact on learning experience (including participation and social presence) and spatial learning outcomes, relative to VR conferences. Declarative learning performance outcomes showed only a subtle divergence depending on the teaching format utilized.
VR conferencing provides lecturers with fresh didactic avenues and an educational experience comparable to traditional in-person teaching. Students, while benefiting from the speed of videoconferencing and individual learning, place a higher emphasis on group interaction and social connection in VR-based conferencing. Online seminars can leverage the interactive potential of VR conferencing if faculty and students adopt it. This subjective judgment does not correlate with improved declarative learning.
VR conferencing facilitates new didactic methods for lecturers, providing a teaching experience very much like traditional in-person instruction. In contrast to the preference for videoconferencing and independent study, students rate participation and social presence within virtual reality conferencing environments more highly. For VR conferencing to promote interactive exchanges in online seminars, faculty and students must be receptive to the technology. A higher level of declarative learning is not a consequence of this subjective appraisal.

The existing body of literature signifies that medical students' appreciation of professionalism is influenced by intrinsic and extrinsic factors. This study, therefore, endeavored to explore whether the initial phase of the pandemic's occurrence altered the perception of professionalism among medical students enrolled at the University of Ulm.
21 eighth-grade students participated in semi-structured telephone interviews, a research method employed in May and June 2020.
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The semester at the esteemed Medical Faculty of Ulm University shaped my future. A qualitative content analysis, according to Mayring, was used to transcribe and analyze the interviews.
The research results showcased modifications in student opinions about the importance of crucial aspects of medical professional practice. Hygiene, virology, and microbiology expertise were not only critical, but personal qualities including a calm disposition, empathy, altruism, effective communication, and the capacity for self-reflection were also highly valued. The students also saw a shift in the standards they were expected to meet. Scientific and medical advisory roles, along with their supporting function within the healthcare system, were given greater weight, a change sometimes inducing emotional difficulty. https://www.selleckchem.com/products/Rapamycin.html Concerning the primary aim of the study, both constraining and enabling factors were described. Clarifying the medical professional's relevance served as a motivator.
The investigation discovered that students' understanding of professionalism is conditioned by the situation, corroborating earlier research with experts. The changed expectations in one's role might accordingly play a part. The discoveries' impact might include incorporating these dynamics into curriculum, fostering discourse with students to ensure their actions do not proceed without proper guidance.
The study affirmed, in line with previous expert research, that students' understanding of professionalism is context-dependent. Therefore, the evolving conception of role requirements could also have an impact. These findings may inform the inclusion of these dynamics within suitable academic programs and student discussions to prevent their uncontrolled evolution.

Medical students face a heightened risk of developing mental health problems due to the significant changes in academic environments caused by the COVID-19 pandemic.