Team-based Learning in Intensive Course Format for First-year Medical Students

Aim To examine the impact of team-based learning (TBL) on educational outcomes in the first year of the curriculum of the Medical University of Vienna. Methods TBL was first offered to students as a singlegroup exercise to illustrate the value and dynamics of a learning team. In a second step, TBL was provided in an intensive course format with six 2-hour sessions over a 3- day period as an elective course covering the material of a critical teaching block. Students’ responses to the program and the impact on the final exam were analyzed. Results Out of 1417 eligible students, 386 participated in 8 parallel courses offered in the TBL block. The reaction of students to TBL was highly positive. Using the final exam as an outcome measure, 220 students who completed the intensive courses had a 25.3% higher score (non-TBL vs TBL students: 22 ± 9 vs 28 ± 9 points) in the TBL block. They also had a 16.5% higher score (non-TBL vs TBL students: 94 ± 29 vs 109 ± 26 points) in the remaining 5 non-TBL blocks of the year. Conclusions TBL in an intensive course format seems to be especially attractive for the best students of the year, making them even more successful in the key exam. Even the students who usually learned alone highly appreciated learning in teams, thereby developing the understanding and skills needed to work productively in task-groups

If a thing's worth doing is worth doing well, why do we accept doing a poor job?

2011 | Richard Marz (Wien

ZFHE - Looking back 36 Years

The journal known today as the Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development) was founded in 1977 as a newsletter of the ÖGHD (Austrian Society for Didactics in Higher Education). Over the years it has under­gone quite a few changes, which makes for an interesting story. Many of these changes reflect the technological developments which have changed publishing over the last four decades. But even more important in making the journal what it is today were the different talents and interests of those responsible for its content and appearance over the years. 17.02.2014 | Gottfried S. Csanyi & Richard Marz (Vienna

Tuning research competences for Bologna three cycles in medicine:report of a MEDINE2 European consensus survey

Medical curricula, like healthcare systems and medical practice, have a strong cultural component and vary considerably between countries. Increasing mobility of medical graduates, and increasing pressure to ensure they are all fit for practice, have highlighted an urgent need to establish common ground in learning outcomes at all stages of training. A research-based approach, developed by the Tuning project, was used previously by the MEDINE Thematic Network to gain consensus on core learning outcomes/competences for primary medical degrees (www.tuning-medicine.com), but no consensus was reached for learning outcomes relating to research. As part of MEDINE2, a focussed Tuning project was undertaken to explore opinions on more detailed core learning outcomes in research for all three Bologna cycles (Bachelor, Master, and Doctor). Responses from 417 stakeholders, representing 29 European and 13 non-European countries, revealed a relatively high degree of consensus. The findings strongly suggest that these stakeholders think that learning outcomes related both to ‘using research’ and ‘doing research’ should be core components of medical curricula in Europe. The challenge now, however, is to promote further local and international discussion on these issues, and to find ways of achieving these competences within the context of already crowded medical curricula

Charakteristika der StudienanfängerInnen des Medizinstudiums in Wien - Evaluation des supportiven Unterrichtsprogramms SOL

Fragestellung: Berichtet wird über die Evaluation der Effektivität des supportiven Unterrichtsangebotes "self organized learning" (SOL), das seit 2002 in den ersten Wochen des Medizinstudiums in Wien eingerichtet wurde. Ziel ist, die Grund-kenntnisse in den naturwissenschaftlichen Fächern zu verbessern und die Studierenden in die Lage zu versetzen, Wissenslücken selbst zu diagnostizieren und selbstständig zu füllen. Zu diesem Zweck wurden in Gruppen von 15 Studierenden je eine Problemstellung aus den Fächern Physik, Chemie und Biologie erarbeitet. Die Vorgangsweise war an das problemorientierte Lernen angelehnt. Methode: Am Ende des Semesters wurden die Studierenden (N=1090) retrospektiv hinsichtlich ihrer Erfahrungen mit diesem Unterrichtsangebot befragt. 197 Studierende hatten eingewilligt, dass Ihre Daten mit den Prüfungsergebnissen in Beziehung gebracht werden. Ergebnisse: Keinen Einfluss haben Geschlechtsunterschiede, hingegen unterschieden sich die Gruppen in mehrfacher Weise in Abhängigkeit von ihrer Mutter-sprache. Die Ergebnisse der Regressionsanalyse (forwards and backwards) zeigen einen Zusammenhang der Angaben im Fragebogen mit den Prüfungsergebnissen: jene Studierenden, die bereits in der Schule vermehrt Unterricht in Chemie hatten, zeigten mehr Interesse an naturwissenschaftlichen Fächern, aber auch ein größeres Problembewusstsein: Sie empfanden den Themenblock 3 mit naturwissen-schaftlichem Schwerpunkt als schwieriger, nahmen vermehrt an SOL teil und hatten ein besseres Prüfungsergebnis. 12.02.2005 | Oskar Frischenschlager, Karl Kremser & Richard Marz (Wien

Editorial: Mentoring at European universities - New Wine into Old Wineskins?

14.02.2014 | Richard März (Wien), David Taylor (Liverpool) & Dieter Euler (St. Gallen

Students as peer tutors and mentors

Time is limited and there are many benefits, for students and their teachers, when learners become more deeply involved in the education and support of their peers. We describe a training programme that helped students develop the skills and insight they need to fulfill these roles. In the three-day workshop we modeled a coherent educational approach. We used a wide variety of instructional methods, including large and small group activities as well as an Objective Structured Teaching Exercise (OSTE). At the end of the workshop each participant had a profound understanding of the role and potential of a mentor and felt more comfortable about extending and developing their teaching. In health professions education in particular the role of the mentor is to help students cross barriers and boundaries to become new members of their chosen profession. 14.02.2014 | David Taylor (Liverpool), Elizabeth K. Kachur (New York), Angelika Hofhansl & Richard März (Vienna

The linked units of 5S rDNA and U1 snDNA of razor shells (Mollusca: Bivalvia: Pharidae)

[Abstract] The linkage between 5S ribosomal DNA and other multigene families has been detected in many eukaryote lineages, but whether it provides any selective advantage remains unclear. In this work, we report the occurrence of linked units of 5S ribosomal DNA (5S rDNA) and U1 small nuclear DNA (U1 snDNA) in 10 razor shell species (Mollusca: Bivalvia: Pharidae) from four different genera. We obtained several clones containing partial or complete repeats of both multigene families in which both types of genes displayed the same orientation. We provide a comprehensive collection of razor shell 5S rDNA clones, both with linked and nonlinked organisation, and the first bivalve U1 snDNA sequences. We predicted the secondary structures and characterised the upstream and downstream conserved elements, including a region at −25 nucleotides from both 5S rDNA and U1 snDNA transcription start sites. The analysis of 5S rDNA showed that some nontranscribed spacers (NTSs) are more closely related to NTSs from other species (and genera) than to NTSs from the species they were retrieved from, suggesting birth-and-death evolution and ancestral polymorphism. Nucleotide conservation within the functional regions suggests the involvement of purifying selection, unequal crossing-overs and gene conversions. Taking into account this and other studies, we discuss the possible mechanisms by which both multigene families could have become linked in the Pharidae lineage. The reason why 5S rDNA is often found linked to other multigene families seems to be the result of stochastic processes within genomes in which its high copy number is determinan