{"id":85459,"date":"2025-08-28T09:49:57","date_gmt":"2025-08-28T07:49:57","guid":{"rendered":"https:\/\/aktuelles.uni-frankfurt.de\/?p=85459"},"modified":"2025-08-28T09:49:58","modified_gmt":"2025-08-28T07:49:58","slug":"my-favorite-way-of-teaching-is-to-send-students-on-an-imaginary-journey-to-the-emergency-room","status":"publish","type":"post","link":"https:\/\/aktuelles.uni-frankfurt.de\/en\/english\/my-favorite-way-of-teaching-is-to-send-students-on-an-imaginary-journey-to-the-emergency-room\/","title":{"rendered":"\u201cMy favorite way of teaching is to send students on an imaginary journey to the emergency room\u201d"},"content":{"rendered":"

The 1822 University Prize for Excellence in Teaching annually honors lecturers for particularly innovative and dedicated university teaching. Award recipients are nominated by students \u2013 as was the case for pediatrician Dr. Boris Wittekindt, who received the first prize this year.<\/strong><\/p>\n\n\n\n

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\"During
During the award ceremony of the 1822 Prize for Excellence in Teaching (from left): Dr. Ingo Wiedemeier, Chair of the Board of Frankfurter Sparkasse, award winners pediatrician Dr. Boris Wittekindt, chemist Prof. Alexander Heckel, Professor of Romance Linguistics Romana Radlwimmer, Hebrew lecturer Dr. Johannes Friedrich Diehl, and Goethe University Vice President for Study and Teaching Prof. Viera Pirker. (Photo: Moritz Reich)<\/figcaption><\/figure>\n\n\n\n
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UniReport: Dr. Wittekindt, what was going through your mind during the laudation?<\/strong><\/p>\n\n\n\n

Boris Wittekindt:<\/strong> I was so excited that I probably only took in half of it. What really stuck with me was that students don\u2019t primarily associate me with special teaching content, but with the way I engage with them and accompany them in their medical socialization.<\/p>\n\n\n\n

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What can students learn from you?<\/strong><\/p>\n\n\n\n

Of course, one must distinguish between explicit and implicit learning objectives. On the surface, my students learn about the physiological characteristics of children, their development, common diseases, and emergency situations. My special field is the treatment of newborns, and this is also reflected in my teaching.<\/p>\n\n\n\n

At least as important, however, are the implicit learning goals embedded between the formal content: How does one learn to take responsibility for patients? How do I avoid mistakes or react to them? How do you communicate with parents and children? How do you find your stance in existential situations?<\/p>\n\n\n\n

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How did you learn to teach?<\/strong><\/p>\n\n\n\n

Well, I think it started with the typical mix of imitation as well as trial-and-error. In medicine, didactic training usually doesn\u2019t enter the fray until the habilitation process, but I had already been teaching since my student days. I received more systematic input through meetings of colleagues interested in didactics within my faculty \u2013 I should mention Falk Ochsendorf and Thomas Kollewe here. And then, from 2017 to 2019, I completed a part-time master\u2019s degree in medical didactics.<\/p>\n\n\n\n

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Which teaching methods do you most enjoy using?<\/strong><\/p>\n\n\n\n

My favorite way of teaching is to send students on an imaginary journey to the emergency room: I try to describe a situation involving a sick child, and the students then turn into a kind of detective, asking questions about medical history, examinations, or possible treatments in an effort to solve the fictional patient\u2019s problem. Sometimes this exercise requires pictures, other scenarios can be acted out. Of course, this thought experiment also has its limits, and at some point, one must start with real patient interaction \u2013 something for which the students are well prepared by then.<\/p>\n\n\n\n

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How important are new technologies to you? Are you curious about AI?<\/strong><\/p>\n\n\n\n

When it comes to technology, I think I am still somewhat cautious. Of course we recorded all our lectures, so students don\u2019t necessarily need to come to the lecture hall anymore \u2013 which they don\u2019t. I also started a podcast discussing topics around child medicine with changing guests. The rest of my teaching is only moderately digital. Honestly, I had no idea about AI in teaching, but after the keynote lecture at the award ceremony, I became quite curious. Maybe I’ll have more to report in two years \u2026<\/p>\n\n\n\n

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When does teaching work really well?<\/strong><\/p>\n\n\n\n

When both sides are motivated. The most difficult classes are mandatory courses whose attendance participants can\u2019t comprehend, and which lecturers only deliver because they are obliged to.<\/p>\n\n\n\n

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What sometimes frustrates you in teaching?<\/strong><\/p>\n\n\n\n

For one thing, what I just hinted at: the \u201cteaching obligation\u201d for professors and PDs, some of whom have no interest in it at all and are much better qualified in other areas. And conversely, the fact that enthusiasm for teaching usually does not advance one\u2019s career in the university system.<\/p>\n\n\n\n

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What have you always wanted to tell your students?<\/strong><\/p>\n\n\n\n

Studying is wonderful \u2013 explore everything that interests you and don\u2019t just take the prescribed courses. Get involved, whether in institutes, student initiatives, or student councils. And feel free to stay a little longer: after the bachelor\u2019s comes the master\u2019s, after the medical state examination, the specialist training, and after the doctorate the postdoc phase.<\/p>\n\n\n\n

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The 1822 University Prize for Excellence in Teaching<\/strong> is awarded by the foundation of Frankfurter Sparkasse and Goethe University \u2013 but the laudation is given by the students who nominated the lecturers for the award. On this occasion, the audience learned that senior physician in neonatology Dr. Boris Wittekindt is a \u201ccreator of possibilities\u201d; someone who comes up with many ways of sharing his knowledge, be it through interactive lectures, peer-teaching opportunities, the podcast \u201cP\u00e4d als Pod,\u201d or patient encounters in seminars. Students also emphasized that Wittekindt is committed to improving medical education \u2013 and that he is \u201cquite simply there, offering words of encouragement.\u201d<\/p>","protected":false},"excerpt":{"rendered":"

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