Mirdita Useini

Last Name

Useini

First Name

Mirdita

ORCID

0009-0000-1615-8556

Organisational unit

01637 - Medizinausbildung ETH / Medical Education ETH

Show all metadata

Search Results

Publications1 - 6 of 6

Teaching Interprofessional Patient Pathways in Medical Education in Switzerland - A Collaboration of Multiple Players
Schlegel, Claudia; Stämpfli, Dominik; Kut, Elvan; et al. (2022)
Praxis: Schweizerische Rundschau für Medizin
Teaching Interprofessional Patient Pathways in Medical Education in Switzerland - A Collaboration of Multiple Players Abstract. The increase of chronic and complex medical disorders challenges actors in the health care system and affects the entire health care system in Switzerland. Through an interprofessional exchange between medical and health care professionals, the individual needs of patients can be better addressed, which has a positive impact on patients' treatments. To prepare students of the Bachelor of Medicine at ETH Zurich for these challenges, the ETH has designed a specific course together with four educational institutions, which is oriented towards the interprofessional, patient-centred supply chain. The aim of this interprofessional module is, that Bachelor of Medicine students, as well as Pharmacy and Nursing students, acquire knowledge about the other areas of responsibility and competences, and at the same time get to know the interfaces of interprofessional cooperations.
Online, Präsenz oder Mischform?
Bonvin, Raphaël; Cordes, Mareike; Geissler, Alexander; et al. (2023)
Schweizerische Ärztezeitung
Vorlesungen Seit dem Ende der Pandemie stellt sich an den Universitäten – nicht nur in der Medizin – die Frage, ob Vorlesungen in Zukunft im Hörsaal in Anwesenheit der Studierenden, online oder in hybrider Form stattfinden sollen. Es gilt, die Vor- und Nachteile der verschiedenen Unterrichtsarten gegeneinander abzuwägen.
I am different not less – Inclusion and diversity in the medical curriculum at ETH
Useini, Mirdita; Waldvogel, Tuija; Goldhahn, Jörg (2022)
ETH Learning and Teaching Journal
Every disease is more than the sum of its symptoms and affects all parts of a personality. In reverse all parts of a personality will affect the disease. Therefore, the integration of inclusion and diversity into the medical curriculum is crucial for future medical doctors. Therefore, the foundation for inclusion and diversity in future patient care is introduced. In this paper, we analyzed our medical curriculum of the bachelor in human medicine with respect to diversity and inclusion. The whole medical curriculum at ETH Zurich is mapped against the Swiss Catalogue of Learning Objectives for Undergraduate Medical Training (PROFILES) using the mapping software LOOOP. We identified learning objectives about diversity and inclusion in the medical curriculum based on the frequency of relevant profile items in the curricular map. The results show that different aspects of diversity and inclusion are covered across the whole curriculum namely in 11 different modules (out of 58). There are modules that concern practical skills (anamnesis), different organ systems (cardiovascular system, pediatrics) or scientific knowledge (translational animal models) as well as aspects of the general role of a physician. Mapping of the curriculum enabled the longitudinal assessment of all relevant learning events. Although diversity and inclusion topics are already incorporated in the curriculum there is still room for improvement. For example, there is no coverage of transgender related medicine in our bachelor (e.g., hormone therapy) so far. Therefore, further work is needed to include additional aspects of diversity and inclusion in our curriculum.
“Asking for help is a strength”—how to promote undergraduate medical students’ teamwork through simulation training and interprofessional faculty
Kolbe, Michaela; Goldhahn, Jörg; Useini, Mirdita; et al. (2023)
Frontiers in Educational Psychology
The ability to team up and safely work in any kind of healthcare team is a critical asset and should be taught early on in medical education. Medical students should be given the chance to “walk the talk” of teamwork by training and reflecting in teams. Our goal was to design, implement and evaluate the feasibility of a simulation-based teamwork training (TeamSIM) for undergraduate medical students that puts generic teamwork skills centerstage. We designed TeamSIM to include 12 learning objectives. For this pre-post, mixed-methods feasibility study, third-year medical students, organized in teams of 11–12 students, participated and observed each other in eight simulations of different clinical situation with varying degrees of complexity (e.g., deteriorating patient in ward; trauma; resuscitation). Guided by an interprofessional clinical faculty with simulation-based instructor training, student teams reflected on their shared experience in structured team debriefings. Using published instruments, we measured (a) students’ reactions to TeamSIM and their perceptions of psychological safety via self-report, (b) their ongoing reflections via experience sampling, and (c) their teamwork skills via behavior observation. Ninety four students participated. They reported positive reactions to TeamSIM (M = 5.23, SD = 0.5). Their mean initial reported level of psychological safety was M = 3.8 (SD = 0.4) which rose to M = 4.3 (SD = 0.5) toward the end of the course [T(21) = −2.8, 95% CI −0.78 to-0.12, p = 0.011 (two-tailed)]. We obtained n = 314 headline reflections from the students and n = 95 from the faculty. For the students, the most frequent theme assigned to their headlines involved the concepts taught in the course such as “10 s for 10 min.” For the faculty, the most frequent theme assigned to their headlines were reflections on how their simulation session worked for the students. The faculty rated students’ teamwork skills higher after the last compared to the first debriefing. Undergraduate medical students can learn crucial teamwork skills in simulations supported by an experienced faculty and with a high degree of psychological safety. Both students and faculty appreciate the learning possibilities of simulation. At the same time, this learning can be challenging, intense and overwhelming. It takes a team to teach teamwork.
Peer Teaching
Schlegel, Claudia; Useini, Mirdita (2023)
PADUA
Peer Teaching ist ein pädagogisches Konzept, bei dem Lernende die Rolle als Lehrende einnehmen und ihr Wissen mit ihren Mitlernenden teilen. Dies fördert ein tieferes Verständnis, nachhaltiges Lernen und bessere Kommunikationsfähigkeiten. Der Ansatz betont unterstützende Interaktionen unter Gleichgestellten und bringt Vorteile wie gestärktes Selbstvertrauen, eine positive Feedback-Kultur und die Entwicklung von Empathie und Respekt mit sich.
COVID-19 as a chance for hybrid teaching concepts
Weissmann, Yael; Useini, Mirdita; Goldhahn, Jörg (2021)
GMS Journal for Medical Education
COVID-19 has turned the 2020 spring semester upside down. Three days before the start of the block week of the “Teamwork” module, the Federal Office of Public Health (FOPH) announced the ban on live interaction, which made it impossible to conduct five days of practice in the simulation centre of the University Hospital of Zurich. But how can the teaching of all the learning objectives necessary for medical training be guaranteed during an exceptional situation with constantly changing conditions? In the case of the BSc Human Medicine at ETH Zurich (ETHZ), the answer is: Hybrid teaching. The field report “COVID-19 as a chance for hybrid teaching concepts” outlines how ETHZ switched to hybrid teaching within a very short time and how hospital placements were combined with video conferences. The qualitative surveys conducted at the end of the semester and the weekly quantitative surveys of students from March to June indicate the importance of personal exchange despite the ban on contact and that interactivity is possible even without physical proximity. An example from the autumn semester will also be used to show which aspects have proved to be successful and can therefore be retained.

Publications1 - 6 of 6

Mirdita Useini

Last Name

First Name

ORCID

Organisational unit

Filters

Search Results