% IMPORTANT: The following is UTF-8 encoded.  This means that in the presence
% of non-ASCII characters, it will not work with BibTeX 0.99 or older.
% Instead, you should use an up-to-date BibTeX implementation like “bibtex8” or
% “biber”.

@ARTICLE{Besse:155623,
      author       = {Besse, Matthias and Wiltfang, Jens and Belz, Michael and
                      Signerski-Krieger, Jörg},
      title        = {{E}inführung digitaler {L}ehre im {F}ach {P}sychiatrie als
                      {R}eaktion auf {COVID}-19: eine vergleichende {E}valuation
                      zur {P}räsenzlehre.},
      journal      = {Der Nervenarzt},
      volume       = {93},
      number       = {1},
      issn         = {1433-0407},
      address      = {Heidelberg},
      publisher    = {Springer},
      reportid     = {DZNE-2021-00791},
      pages        = {1-10},
      year         = {2022},
      note         = {(CC BY)},
      abstract     = {In 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.},
      keywords     = {COVID-19 / Curriculum / Humans / Learning / Psychiatry /
                      SARS-CoV-2 / Teaching / Learning success (Other) / Medical
                      studies (Other) / Pandemic (Other) / Podcasts (Other) /
                      University teaching (Other)},
      cin          = {AG Wiltfang},
      ddc          = {610},
      cid          = {I:(DE-2719)1410006},
      pnm          = {353 - Clinical and Health Care Research (POF4-353)},
      pid          = {G:(DE-HGF)POF4-353},
      typ          = {PUB:(DE-HGF)16},
      pubmed       = {pmid:33656570},
      pmc          = {pmc:PMC7927107},
      doi          = {10.1007/s00115-021-01081-5},
      url          = {https://pub.dzne.de/record/155623},
}