Publications by authors named "B Marschall"
Social skills (e.g., assertiveness, empathy, ability to accept criticism) are essential for the medical profession and therefore also for the selection and development of medical students.
View Article and Find Full Text PDFBackground: The emergence of virtual reality (VR) for medical education enables a range of new teaching opportunities. Skills and competences can be trained that cannot be demonstrated in any other way due to physical or ethical limitations. Immersion and presence may play an important role for learning in this context.
View Article and Find Full Text PDFNew horizons in dermatological education: Skin cancer screening with virtual reality.
J Eur Acad Dermatol Venereol
December 2024
Background: Technological advances in the field of virtual reality (VR) offer new opportunities in many areas of life, including medical education. The University of Münster has been using VR scenarios in the education of medical students for several years, especially for situations that are difficult to reproduce in reality (e.g.
View Article and Find Full Text PDFArticle Synopsis
- - The text discusses the necessity for medical students to have effective training for clinical decision-making, which is being increasingly supported by digital methods, particularly through virtual reality (VR) and artificial intelligence (AI) technologies, that allow safe, realistic practice scenarios.
- - The project aims to create a modular digital training platform called medical tr.AI.ning, which will integrate interactive virtual agents into the medical curriculum to simulate various clinical situations with realistic pathologies and customizable contexts.
- - To enhance user experience and ensure the training's effectiveness, the authors plan to conduct regular evaluations and iteratively refine the platform, aiming for long-term improvements and insights on the advantages and challenges of this educational approach.
Social skills are of key importance in everyday and work life. However, the way in which they are typically assessed via self-report questionnaires has one potential downside; self-reports assess individuals' global self-concepts, which do not necessarily reflect individuals' actual social behaviors. In this research, we aimed to investigate how self-concepts assessed via questionnaires relate to skill expression assessed via behavioral observations after short interpersonal simulations.
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