Delirium: Medical Students’ Knowledge and Effectiveness of Different Teaching Methods

摘要: ABSTRACT Objective Medical schools are often blamed for inadequately training doctors on delirium. This study assesses the knowledge of medical students regarding delirium and evaluates different teaching methods comparing learning outcomes. Methods A video, a handout, video+handout were used as three methods. Students randomly assigned to groups pre- postintervention gains compared. Interventions held between 2015 2018 at University Heidelberg School in Germany. Seventy-eight (video intervention 33; handout 26; 19) sixth-year participated. Participants learned about with help both start one-hour lectures dedicated Pre- questionnaires, comprising five multiple-choice questions self-estimated grade delirium, used. Variables calculated objective subjective knowledge, recall, accuracy self-assessment. Microsoft Excel analysis covariance analyze data. Results Knowledge all interventions large (d>0.8) irrespective gender. Post hoc comparison showed video more effective high recall (92.8%). rated their satisfactory, although they scored 11.4 out 20. Preintervention level was correctly estimated by 31% students, 40.3% students. Conclusion Teaching resulted better transfer recall. Most particularly men, overestimated