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000155623 0247_ $$2doi$$a10.1007/s00115-021-01081-5
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000155623 037__ $$aDZNE-2021-00791
000155623 041__ $$aGerman
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000155623 1001_ $$0P:(DE-HGF)0$$aBesse, Matthias$$b0$$eCorresponding author
000155623 245__ $$aEinführung digitaler Lehre im Fach Psychiatrie als Reaktion auf COVID-19: eine vergleichende Evaluation zur Präsenzlehre.
000155623 260__ $$aHeidelberg$$bSpringer$$c2022
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000155623 520__ $$aIn response to the coronavirus pandemic, most universities implemented digital teaching at short notice for the summer semester 2020 (SS20), whereas they simultaneously shut down classroom teaching. In the psychiatric clinic of the University Medical Center Göttingen, students' ratings concerning the learning effect and their substantive assessment for both forms of teaching were comparatively evaluated to determine the quality of this process.Overall, 350 students who had visited classroom teaching (winter semester, WS18/19 to WS19/20) vs. digital teaching (SS20) assessed their form of teaching post hoc, within a standardized survey. They rated the individual learning effect in seven psychiatric subjects and did a substantive assessment on eight dimensions. In addition, they rated their expenditure of time.For digital teaching, the individual learning effect was rated as either being equivalent or superior (subjects: psychotherapy, schizophrenia). Despite a significantly heightened expenditure of time, digital teaching was substantively assessed as being equivalent to classroom teaching or superior (dimensions: independent processing of learning goals, overall format of lecture). Concerning their anticipated preparation for the professional practice, students rated digital teaching as being inferior to classroom teaching.A pandemic-driven conversion from classroom to digital teaching did not result in a loss of quality on the dimensions measured in this comparative evaluation. With a view to professional practice, digital teaching should complement classroom teaching and be part of future curricula.
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000155623 650_7 $$2Other$$aLearning success
000155623 650_7 $$2Other$$aMedical studies
000155623 650_7 $$2Other$$aPandemic
000155623 650_7 $$2Other$$aPodcasts
000155623 650_7 $$2Other$$aUniversity teaching
000155623 650_2 $$2MeSH$$aCOVID-19
000155623 650_2 $$2MeSH$$aCurriculum
000155623 650_2 $$2MeSH$$aHumans
000155623 650_2 $$2MeSH$$aLearning
000155623 650_2 $$2MeSH$$aPsychiatry
000155623 650_2 $$2MeSH$$aSARS-CoV-2
000155623 650_2 $$2MeSH$$aTeaching
000155623 7001_ $$0P:(DE-2719)2811317$$aWiltfang, Jens$$b1$$udzne
000155623 7001_ $$aBelz, Michael$$b2
000155623 7001_ $$aSignerski-Krieger, Jörg$$b3
000155623 773__ $$0PERI:(DE-600)1462945-8$$a10.1007/s00115-021-01081-5$$n1$$p1-10$$tDer Nervenarzt$$v93$$x1433-0407$$y2022
000155623 8564_ $$uhttps://link.springer.com/article/10.1007%2Fs00115-021-01081-5
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000155623 9141_ $$y2022
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