17 research outputs found
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