key: cord-0859917-093m7gzr authors: Stosch, Christoph; Schnabel, Kai P. title: What do we mean by “lessons learned”? Medical didactic research deficits before the post-COVID era. A call! date: 2021-11-15 journal: GMS J Med Educ DOI: 10.3205/zma001521 sha: 42dbf6127705239ed7de7ca6fdd06f07ddc425a7 doc_id: 859917 cord_uid: 093m7gzr nan would this make us the gravediggers of patient-centered teaching, which is elaborately orchestrated everywhere but is ineffective? This could be exactly the case, according to Haase-Fielitz et al. in this issue of JME [7] , who give practical teaching of resuscitation skills -albeit in a monocentric studya poor report. Knowledge, attitudes and behavior regarding vaccination medicine in medical trainees in health care professions also suggest room for improvement [8] while Kruse et al. [9] and Schlegel et al. [10] highlight with "Deaf awareness" and "Onomatopoeia" two topics which are not or not sufficiently taught in the teaching of communication skills in the view of the authors. While Boehme et al. [11] describe the preparation and the -not unproblematic -implementation status of digitalization in a nationwide survey, Simmenroth et al. [12] present a concrete, semi-digital teaching scenario on "Alcohol and Smoking Counseling". López Dávila et al. [13] describe nationwide quality care in the recognition of medical degrees earned abroad in Costa Rica, and Pentzek et al. [14] examine quality development of general medical clerkships through collegial feedback. Nikendei et al. describe [15] compensatory effects of voluntary assignments to support COVID-19 patients by students on, for example, "professional identification" while bedside teaching was absent, and Rohr et al. describe positive attitudes toward optional teaching components, in this case visionary elective curricula, in their article [16] . So the question now, and in particular with reference to the last two articles, is: Will our students become good healthcare workers because of or despite our curriculum? Investigating this in light of the changed curricula around the COVID pandemic as a large-scale digital experiment, with all the limitations of retrospective cohort studies and other methods, seems the order of the day. Valid, objective, and reliable measures of outcomes are also urgently needed, even if, as we all know, this was not possible during the pandemic. Now we should take the time to measure outcomes with appropriate methods that go beyond a mere satisfaction measurement of the participants -without wanting to minimize this as a necessary prerequisite of good teaching (!). How can we not throw the baby out with the bathwater in the transitional phase amidst the strong desire to return to face-to-face instruction and adequately examine online formats introduced in the pandemic with face-to-face formats? How can we increase efficiency while maintaining effectiveness? Can we initiate randomized crossover studies within cohorts and offer parts online or face-to-face? Solid education research is needed here and more necessary than ever! 4. Polujanski S, Schindler AK, Rotthoff T. Academic-associated emotions before and during the COVID-19-related online semester -a longitudinal investigation of first-year medical students. GMS J Med Educ. 2020;37 (7) Literatur Restructuring the clinical curriculum at University Medical Center Göttingen: effects of distance teaching on students' satisfaction and learning outcome Isn't here just there without a "t" -to what extent can digital Clinical Case Discussions compensate for the absence of face-to-face teaching? Retrospective investigation of organization and examination results of the state examination in restorative dentistry, endodontology and periodontology under simulated conditions in times of Covid-19 compared to standard conditions when treating patients Restructuring the clinical curriculum at University Medical Center Göttingen: effects of distance teaching on students' satisfaction and learning outcome Isn't here just there without a "t" -to what extent can digital Clinical Case Discussions compensate for the absence of face-to-face teaching? Retrospective investigation of organization and examination results of the state examination in restorative dentistry, endodontology and periodontology under simulated conditions in times of Covid-19 compared to standard conditions when treating patients Academic-associated emotions before and during the COVID-19-related online semester -a longitudinal investigation of first-year medical students Perception of the study situation and mental burden during the COVID-19 pandemic among undergraduate medical students with and without mentoring Did video kill the XR star? Digital trends in medical education before and after the COVID-19 outbreak from the perspective of students and lecturers from the faculty of medicine at the University of Ulm Basic resuscitation skills of medical students -a monocenter randomized simulation attitude and behavior towards vaccinations among nursing-and health care students in Hesse. An observational study Deaf awareness workshop for medical students -an evaluation Onomatopoeialistening to the sounds behind the words Perspective of German medical faculties on digitization in the healthcare sector and its influence on the curriculum Teaching alcohol and smoking counselling in times of COVID-19 to 6th-semester medical students: experiences with a digital-only and a blended learning teaching approach using role-play and feedback The process for recognizing foreign medical degrees in Costa Rica: a statistical survey of the past 15 years Does peer feedback for teaching GPs improve student evaluation of general practice attachments? A pre-post analysis Medical students' mental burden and experiences of voluntary work in COVID-19 patient support and treatment services: a qualitative analysis The authors declare that they have no competing interests.