• A Scherg, K Oechsle, A Coym, B Ilse, B Annweiler, B Alt-Epping, M Neukirchen, M Lemos, T Stummer, J Seibel, A Lenes, and F Elsner.
• Klinik für Palliativmedizin, Uniklinik RWTH Aachen, Pauwelsstraße 30, 52074, Aachen, Deutschland. scherg@evkwesel.de.
• Schmerz. 2021 Aug 1; 35 (4): 242-250.

BackgroundThis article describes a first use of an electronic case-based assessment tool in undergraduate palliative care education. It describes the development of the tool presenting strengths and shortcomings in order to contribute to an innovative design of assessment tools in medical education.Design And MethodAn electronic (virtual) case-based assessment tool (the virtual palliative patient, vPp) was developed. Palliative care levels of knowledge, skills and attitude of students were tested at a computer workplace as a voluntary and non-performance-relevant pilot project at four faculties.ResultsOn average the students achieved 80% of the points using the vPp tool, which is below the average score of 91% achieved in the regular examination. In particular, the free text task on reflection of dealing with the patient's death wish caused uncertainty, while multiple choice questions and an interactive conversation sequence were perceived as relatively easy. Technical problems were also identified in the evaluation but overall the concept was evaluated positively and establishment as a regular examination or e‑learning tool was desired.ConclusionThe implementation of an innovative assessment tool in medical education is technically challenging. A coordination with contents of the individual faculties is necessary in order that students do not have a feeling of a lack of preparation. The development of the vPp describes an innovative assessment format. In the long term, all interested faculties could receive a form of toolbox containing the technical framework of the assessment tool, which can then be fed with new contents.© 2021. Springer Medizin Verlag GmbH, ein Teil von Springer Nature.

16 keywords...

hide…