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GMS Journal for Medical Education

Thomas Shiozawa-Bayer, Thorsten Schäfer
No abstract text is available yet for this article.
2018: GMS Journal for Medical Education
Olaf Bahlmann
Illustrated Multiple-choice questions (iMCQs) form an integral part of written tests in anatomy. In iMCQs, the written question refers to various types of figures, e. g. X-ray images, micrographs of histological sections, or drawings of anatomical structures. Since the inclusion of images in MCQs might affect item performance we compared characteristics of anatomical items tested with iMCQs and non-iMCQs in seven tests of anatomy courses and in two written parts of the first section of the German Medical Licensing Examination (M1)...
2018: GMS Journal for Medical Education
B Buchberger, J T Mattivi, C Schwenke, C Katzer, H Huppertz, J Wasem
Introduction: An essential aim of courses in evidence-based medicine (EBM) is to improve the skills for reading and interpreting medical literature adequately. Regarding the conceptual framework, it is important to consider different educational levels. Aim: Our primary aim was to investigate the applicability of different instruments for the assessment of methodological study quality by 3rd grade students after short courses in EBM. Our secondary outcomes were agreement with expert assessments and student's knowledge and competences...
2018: GMS Journal for Medical Education
Heinz Hans Florian Buchner, Christoph Burger, Jan P Ehlers
Objective: Despite the fact that feedback (FB) provided by teachers to students is a recognised, effective teaching tool, successful use of feedback during clinical training depends on many factors. In addition to appropriate training and attitude of teachers, sustainable feedback requires an appropriate teaching culture and active commitment on the part of the students to receive, accept and use FB. This study examines the use of two different clinical encounter cards (CECs) during clinical rotation and investigates whether students take a more active part in the feedback process when using these cards...
2018: GMS Journal for Medical Education
Volkhard Fischer, Agnieszka Dudzinska, Ingo Just
Aim: The classical course structure for medicine in Germany is separated by three sections of the medical state examination. This structure is generally regarded as sensible and unchangeable. Because the special program structure at Hannover Medical School (MHH) has one integrated, rather than two separate study blocks, it is possible to examine the influence of structural modifications on the study success of different admission groups. Methods: The data was obtained from students admitted to the MHH between 2006 and 2008 in different admission quotas...
2018: GMS Journal for Medical Education
Markus Vogelsang, Katrin Rockenbauch, Hermann Wrigge, Wolfgang Heinke, Gunther Hempel
Aim: The aims of this study were to gain an overview of the web-based media used during the clinical phase of medical study at German medical schools and to identify the resources needed for web-based media use. Also examined were the influences on web-based media use, for instance, the assessment of their suitability for use in teaching. Method: An online survey of 264 teacher coordinators in internal medicine, surgery, anesthesiology, gynecology, pediatrics and psychiatry was conducted in March and April, 2016...
2018: GMS Journal for Medical Education
Nurith Epstein, Johanna Huber, Martin Gartmeier, Pascal O Berberat, Maike Reimer, Martin R Fischer
Background: Not only the amount of research related contents in German medical studies are objects of criticism, but also the medical doctoral thesis. However, the question which research competences are truly acquired within medical school and the doctoral phase is empirically open, and is thus pursued in the following research study. Methods: We used data from the Bavarian Medical Graduate Panel Survey (MediBAP) (N=455), where respondents assessed their own research competences. To consolidate the data, we analysed qualitative interviews with doctoral medical graduates and students from the E-Prom study (N=14)...
2018: GMS Journal for Medical Education
Yassin Karay, Houda Hallal, Christoph Stosch
Objective: The internationalization of teaching and studying as well as increasing numbers of students with increasingly heterogeneous educational biographies and lifestyles require universities to develop awareness of this diversity and the need for adequate diversity management. For some diversity criteria at least it has been proven that they can influence the individual study success of students. The Dean's Office of the Medical Faculty of the University of Cologne has empirically determined a stable prognosis parameter for study progression on the basis of selected criteria in order to enable early detection of students in need of guidance...
2018: GMS Journal for Medical Education
Nora V Lichtenstein, Rainer Haak, Isabelle Ensmann, Houda Hallal, Jana Huttenlau, Katharina Krämer, Felix Krause, Jan Matthes, Christoph Stosch
Introduction: Teaching social and communicative competences has become an important part of undergraduate dental education. The aim of this study was to explore the influence of a longitudinal curriculum, addressing social and communication skills, on dental students' attitudes towards learning these skills. Material and methods: Data on the attitudes towards learning communication skills were collected at two German universities and compared in a cross-sectional survey. 397 dental students were included, 175 students attended a longitudinal curriculum addressing social and communicative competences while 222 students did not...
2018: GMS Journal for Medical Education
Valerie Schmelter, Esther März, Christian Adolf, Teresa L Wölfel, Christian Lottspeich, Martin R Fischer, Ralf Schmidmaier
Objectives: Ward rounds serve a crucial daily activity in hospitals. Building on the Entrustable Professional Activity "Conducting internal medicine ward rounds" consisting of ten competencies and 25 corresponding activities, this study aims at assessing content and external validity of an observation checklist for this EPA. Methods: A focus group aimed at content validation of the checklist. Five participants therefore evaluated it with respect to comprehensiveness and comprehensibility. To investigate external validity, 14 authentic ward rounds were video-taped and rated by two raters with the adapted observation checklist in terms of the appearance of certain activities in the videos...
2018: GMS Journal for Medical Education
Sandra Steffens, Volker Paulmann, Jasper Mecklenburg, Konstantin Büttner, Marianne Behrends
Background: The aim of this study was to assess usability and identify possible challenges in the implementation of the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) among medical educators. Methods: A comprehensive survey among experienced medical educators (responsible for the teaching content and didactical development in their module/field) based on the System Usability Scale (SUS) was carried out focusing on the awareness, usability and challenges of the NKLM...
2018: GMS Journal for Medical Education
Jan Kiesewetter, Sabine Drossard, Rainer Gaupp, Heiko Baschnegger, Isabel Kiesewetter, Susanne Hoffmann
The topic of patient safety is of fundamental interest for the health care sector. In view of the realisation of the National Competence-Based Learning Objectives Catalogue for Undergraduate Medical Education (NKLM) this topic now has to be prepared for medical education. For a disciplinary and content-related orientation the GMA Committee developed the Learning Objectives Catalogue Patient Safety for Undergraduate Medical Education (GMA-LZK). To ensure an optimal implementation of the GMA-LZK we recommend a longitudinal embedding into the existing curriculum...
2018: GMS Journal for Medical Education
Samuel Beck, Christian Schirlo, Jan Breckwoldt
Background: Entering the Clinical Elective Year (CEY) is a challenging transition phase for undergraduate medical students. Students become members of a professional team, thereby taking over certain tasks, which are executed more or less independently. Factors which facilitate (or impede) this transition in the perception of students are not well described. We therefore wanted to explore, what students perceived to be helpful during the first phase of the CEY and possibly derive respective recommendations...
2018: GMS Journal for Medical Education
Adina Dreier-Wolfgramm, Sabine Homeyer, Roman F Oppermann, Wolfgang Hoffmann
Objective: In Germany there is little evidence of interprofessional problem-based learning (PBL) to date. For this reason a corresponding course for medical and nursing students was implemented. The goal was to analyse the feasibility and usefulness from the point of view of the students. Method: For the purposes of evaluation a quantitative observational study was conducted with a pre-course survey, a teaching evaluation and a post-course survey. The pre- and post-course surveys took place before the commencement of and after the conclusion of learning...
2018: GMS Journal for Medical Education
Inga Hege, Andrzej A Kononowicz, Norman B Berman, Benedikt Lenzer, Jan Kiesewetter
Background: Clinical reasoning is a complex skill students have to acquire during their education. For educators it is difficult to explain their reasoning to students, because it is partly an automatic and unconscious process. Virtual Patients (VPs) are used to support the acquisition of clinical reasoning skills in healthcare education. However, until now it remains unclear which features or settings of VPs optimally foster clinical reasoning. Therefore, our aims were to identify key concepts of the clinical reasoning process in a qualitative approach and draw conclusions on how each concept can be enhanced to advance the learning of clinical reasoning with virtual patients...
2018: GMS Journal for Medical Education
Jan Hundertmark, Sandra Karina Apondo, Jobst-Hendrik Schultz
Background: Direct patient contact is crucial in learning important interactional and examination skills. However, medical students have limited opportunity to self-responsibly practise these skills in authentic clinical settings and typically receive insufficient feedback on their performance. We developed a novel single-session ambulatory teaching concept (Heidelberg Student Ambulatory training, "HeiSA") to prepare students more adequately for clinical-practical responsibilities. Methods: To identify challenges and target group needs, we reviewed current literature and consulted an expert group of faculty lecturers and training researchers...
2018: GMS Journal for Medical Education
Ralf Konrad, Max Geraedts
Objective: Direct access to physiotherapy services is currently discussed in Germany. Its introduction would mean that initial diagnoses must be made in physiotherapy practices as well. However, it was not yet investigated whether the current training in physiotherapy is sufficient for this, and whether there are differences between the training systems. This study aims to answer the question of whether trainees at the end of Bachelor's studies (BS) are more reliably able to assess the case-related suitability of examination methods than professional college students (FS)...
2018: GMS Journal for Medical Education
Benjamin Mayer, Ulrike Braisch, Marianne Meule, Andreas Allgoewer, Silvia Richter, Rainer Muche
Background: Biostatistics is an integral part of the studies of human medicine. Students learn the basics of analyzing and interpreting study results. It is important to demonstrate the subject's relevance by means of appropriate measures to maximize learning success. We investigated whether an active involvement of students in the process of data collection may improve test performance and motivation among medical students. Methods: We conducted a pilot study comparing active involvement of students (n1=45) in the process of data collection and standard education (n2=26)...
2018: GMS Journal for Medical Education
Toufic Anbar Neto, Patricia da Silva Fucuta Pereia, Mauricio L Nogueira, Jose Maria Pereira de Gody, Airton C Moscardini
Background: The Brazilian National Student Performance Examination - ENADE is an instrument used to measure the quality of undergraduate courses. The identification of factors that influence the result of this examination can contribute to providing support necessary to improve the quality of medical courses. The purpose of this work was to evaluate the factors that affect the National Student Performance Examination grades of Brazilian undergraduate medical programs. Methods: Factors that influenced the 2010 ENADE grades of 100 undergraduate medical programs were studied...
2018: GMS Journal for Medical Education
Hendrik Lapp, Philipp Makowka, Florian Recker
Introduction: To better prepare young medical students in a thorough and competent manner for the ever increasing clinical, scientific, as well as psychosocial requirements, universities should enable a close, personal transfer of experience and knowledge. Structured mentoring programs are a promising approach to incorporate clinical subjects earlier into the preclinical training. Such a mentoring program facilitates the prioritization of concepts from a broad, theory-heavy syllabus. Here we report the experiences and results of the preclinical mentoring program of Bonn University, which was introduced in the winter semester of 2012/2013...
2018: GMS Journal for Medical Education
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