While the core principles of medical education remain the same, the students\' socioecological backgrounds, values and learning requirements are constantly changing. Bridging the generation gap between teachers and students is a key challenge of medical didactics. To meet the demands of today\'s classroom, we piloted a novel three-stage peer teaching and key feature concept. First, an on-demand key feature video case was presented. Second a background video was launched, followed by a self-assessment tool. Third, a live case discussion webinar focusing on clinical reasoning was held. The contents were created by near-peers experienced in medical didactics and checked by clinical experts. The elective format resonated with 652 participating graduate students and 1250 interactions per webinar, suggesting that students\' strengths and weaknesses were addressed adequately. We aim to provide educators with input for creating a flexible and integrative learning environment utilising modern technological and didactic tools that shape the healthcare workers of tomorrow.
UNASSIGNED: Während die Grundprinzipien der medizinischen Ausbildung gleichbleiben, ändern sich der sozioökologische Hintergrund, die Werte und die Lernanforderungen der Studierenden ständig. Die Überbrückung der Generationskluft zwischen Lehrenden und Lernenden ist eine zentrale Herausforderung der Medizindidaktik. Um den Anforderungen des heutigen Unterrichts gerecht zu werden, haben die Autoren ein neuartiges 3‑stufiges Peer-Teaching- und Key-Feature-Konzept erprobt. Zuerst wurde ein On-Demand-Key-Feature-Fall präsentiert. Anschließend wurde ein Hintergrundvideo mit anschließender Selbstüberprüfung freigeschaltet. Zuletzt wurde eine Online-Live-Falldiskussion abgehalten, welche sich auf klinische Argumentation konzentrierte. Die Inhalte wurden von medizindidaktisch geschulten Near-Peers erstellt und von klinischen Experten überprüft. Das Format des Wahlfachs fand bei 652 teilnehmenden Studierenden und mit 1250 Interaktionen pro Webinar großen Anklang, was darauf schließen lässt, dass die Stärken und Schwächen der Studierenden adäquat angesprochen wurden. Ziel der Autoren ist es, Lehrkräften Anregungen für die Schaffung einer flexiblen und integrativen Lernumgebung mittels moderner technologischer und medizindidaktischer Tools zu geben, um das Gesundheitspersonal von morgen auszubilden.

To provide students of veterinary medicine with the necessary day 1 competences, e-learning offerings are increasingly used in addition to classical teaching formats such as lectures. For example, virtual patients offer the possibility of case-based, computer-assisted learning. A concept to teach and test clinical decision-making is the key feature (KF) approach. KF questions consist of three to five critical points that are crucial for the case resolution. In the current study usage, learning success, usability and acceptance of KF cases as neurological virtual patients should be determined in comparison to the long cases format. Elective courses were offered in winter term 2019/20 and summer term 2020 and a total of 38 virtual patients with neurological diseases were presented in the KF format. Eight cases were provided with a new clinical decision-making application (Clinical Reasoning Tool) and contrasted with eight other cases without the tool. In addition to the evaluation of the learning analytics (e.g., processing times, success rates), an evaluation took place after course completion. After 229 course participations (168 individual students and additional 61 with repeated participation), 199 evaluation sheets were completed. The average processing time of a long case was 53 min, while that of a KF case 17 min. 78% of the long cases and 73% of KF cases were successfully completed. The average processing time of cases with Clinical Reasoning Tool was 19 min. The success rate was 58.3 vs. 60.3% for cases without the tool. In the survey, the long cases received a ranking (1 = very good, 6 = poor) of 2.4, while KF cases received a grade of 1.6, 134 of the respondents confirmed that the casework made them feel better prepared to secure a diagnosis in a real patient. Flexibility in learning (n = 93) and practical relevance (n = 65) were the most frequently listed positive aspects. Since KF cases are short and highlight only the most important features of a patient, 30% (n = 70) of respondents expressed the desire for more specialist information. KF cases are suitable for presenting a wide range of diseases and for training students\' clinical decision-making skills. The Clinical Reasoning Tool can be used for better structuring and visualizing the reasoning process.