Examiner effect on the objective structured clinical exam – a study at five medical schools

Background: The Objective Structured Clinical Examination (OSCE) is increasingly used at medical schools to assess practical competencies. To compare the outcomes of students at different medical schools, we introduced standardized OSCE stations with identical checklists. Methods: We investigated examiner bias at standardized OSCE stations for knee- and shoulder-joint examinations, which were implemented into the surgical OSCE at five different medical schools. The checklists for the assessment consisted of part A for knowledge and performance of the skill and part B for communication and interaction with the patient. At each medical faculty, one reference examiner also scored independently to the local examiner. The scores from both examiners were compared and analysed for inter-rater reliability and correlation with the level of clinical experience. Possible gender bias was also evaluated. Results: In part A of the checklist, local examiners graded students higher compared to the reference examiner; in part B of the checklist, there was no trend to the findings. The inter-rater reliability was weak, and the scoring correlated only weakly with the examiner’s level of experience. Female examiners rated generally higher, but male examiners scored significantly higher if the examinee was female. Conclusions: These findings of examiner effects, even in standardized situations, may influence outcome even when students perform equally well. Examiners need to be made aware of these biases prior to examining

Elementos, tipologías constructivas y rehabilitaciones en la colonia Gassol de Bítem

Estudi d'un edifici colonial emblemàtic de les terres de l'Ebre. Identificació dels elements simbólics de l'edifici, tipologies constructives, patologies en l'edifici i repercussió de les intervencions que es van dur a terme en el transcurs dels anys en l'estat actual de l'edifici

Alice in the digital wonderland : pediatric teaching during the COVID-19 pandemic. A survey and comment of the Teaching Working Group of the German Society of Pediatrics and Adolescent Medicine (DGKJ)

Die Umstellung der pädiatrischen Lehre im Medizinstudium von Präsenzveranstaltungen auf digitale Formate war und ist für Lehrende und Studierende eine besondere Herausforderung. Basierend auf einer Umfrage unter pädiatrischen Universitätskliniken fasst die AG Lehre der DGKJ im folgenden Beitrag bisherige Erfahrungen zur digitalen Lehre im Sommersemester 2020 zusammen. Die Umfrageteilnehmer von 17 pädiatrischen Universkliniken berichteten über ein umfangreiches Spektrum oft kurzfristig entwickelter digitaler Lehrformate. Dabei waren Vorlesungen und Seminare gut, Unterrichtsformate mit direktem Patientenbezug und Fertigkeiten-/Kommunikationstrainings deutlich weniger gut durch digitale Formate ersetzbar. Die Implementierung digitaler Unterrichtsformate führte zu einem deutlich erhöhten Zeitaufwand für die Lehrenden. Digitale Lehrangebote benötigen eine gute IT-Infrastruktur, sie sollten in ein Curriculum eingebunden sein und durchweg direkte Austauschmöglichkeiten zwischen Studierenden und Lehrenden vorsehen. Lehrenden sollten Schulungen in Didaktik zur digitalen Lehre und zu IT-Kenntnissen angeboten werden. Diese Ergebnisse decken sich mit der Literatur zu digitalen Lehrformaten allgemein sowie zur Lehre im Rahmen der COVID-19-Pandemie im Besonderen. Die hier vorgestellten Erfahrungen sollen nicht nur die Entwicklung digitaler pädiatrischer Lehrformate während der bestehenden Pandemie erleichtern, sondern auch darüber hinaus die Konzeption neuer digitaler Lehrangebote für die Pädiatrie im Medizinstudium anregen. Insbesondere müssen neue digitale Ersatzformate für den Unterricht am Patienten entwickelt werden. Die Stellungnahme wurde im Konsens von der AG Lehre der DGKJ erarbeitet und vom DGKJVorstand verabschiedet.The COVID-19 pandemic led to a rapid switch from undergraduate classroom teaching to online-teaching; a challenging process for teachers and students. Based on a recent online survey among German pediatric university hospitals the “AG Lehre der DGKJ” (teaching working group of the German Society of Pediatrics and Adolescent Medicine) summarizes latest experiences with e-learning during the summer term of 2020. The survey participants from 17 pediatric university hospitals report that the large spectrum of e-learning formats could sufficiently replace classical lectures and seminars but could not fully replace teaching involving direct contact to patients. The introduction of new digital teaching formats is time-consuming, needs high-quality IT infrastructure, should be embedded in a continuous curriculum and provide the possibility of regular exchange between students and teachers. Teachers should be provided with the opportunity for training in didactic methods and IT skills. These results correspond to the literature on e-learning in general and undergraduate medical education during the COVID-19 pandemic in particular. The experiences summarized here should not only facilitate the development of e-learning tools during the ongoing pandemic but also stimulate to establish e-learning as a valuable component of future pediatric medical education. New digital substitutes for teaching involving pediatric patients need to be developed. The statement was drafted by consensus by the German Society of Pediatrics and Adolescent Medicine Working Group on Teaching and approved by the DGKJ board

Alice im digitalen Wunderland: pädiatrische Lehre in der COVID-19-Pandemie

The COVID-19 pandemic led to a rapid switch from undergraduate classroom teaching to online-teaching; a challenging process for teachers and students. Based on a recent online survey among German pediatric university hospitals the 'AG Lehre der DGKJ' (teaching working group of the German Society of Pediatrics and Adolescent Medicine) summarizes latest experiences with e‑learning during the summer term of 2020. The survey participants from 17 pediatric university hospitals report that the large spectrum of e‑learning formats could sufficiently replace classical lectures and seminars but could not fully replace teaching involving direct contact to patients. The introduction of new digital teaching formats is time-consuming, needs high-quality IT infrastructure, should be embedded in a continuous curriculum and provide the possibility of regular exchange between students and teachers. Teachers should be provided with the opportunity for training in didactic methods and IT skills. These results correspond to the literature on e‑learning in general and undergraduate medical education during the COVID-19 pandemic in particular. The experiences summarized here should not only facilitate the development of e‑learning tools during the ongoing pandemic but also stimulate to establish e‑learning as a valuable component of future pediatric medical education. New digital substitutes for teaching involving pediatric patients need to be developed.The statement was drafted by consensus by the German Society of Pediatrics and Adolescent Medicine Working Group on Teaching and approved by the DGKJ board

Alice in the digital wonderland-pediatric teaching during the COVID-19 pandemic A survey and comment of the Teaching Working Group of the German Society of Pediatrics and Adolescent Medicine (DGKJ)

The COVID-19 pandemic led to a rapid switch from undergraduate classroom teaching to online-teaching; a challenging process for teachers and students. Based on a recent online survey among German pediatric university hospitals the AG Lehre der DGKJ (teaching working group of the German Society of Pediatrics and Adolescent Medicine) summarizes latest experiences with e-learning during the summer term of 2020. The survey participants from 17 pediatric university hospitals report that the large spectrum of e-learning formats could sufficiently replace classical lectures and seminars but could not fully replace teaching involving direct contact to patients. The introduction of new digital teaching formats is time-consuming, needs high-quality IT infrastructure, should be embedded in a continuous curriculum and provide the possibility of regular exchange between students and teachers. Teachers should be provided with the opportunity for training in didactic methods and IT skills. These results correspond to the literature on e-learning in general and undergraduate medical education during the COVID-19 pandemic in particular. The experiences summarized here should not only facilitate the development of e-learning tools during the ongoing pandemic but also stimulate to establish e-learning as a valuable component of future pediatric medical education. New digital substitutes for teaching involving pediatric patients need to be developed. The statement was drafted by consensus by the German Society of Pediatrics and Adolescent Medicine Working Group on Teaching and approved by the DGKJ board