Schuelper, Nikolai

[["dc.bibliographiccitation.firstpage","e669"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","European Journal of Dental Education"],["dc.bibliographiccitation.lastpage","e678"],["dc.bibliographiccitation.volume","22"],["dc.contributor.author","Kanzow, Philipp"],["dc.contributor.author","Schuelper, Nikolai"],["dc.contributor.author","Witt, Daniela"],["dc.contributor.author","Wassmann, Torsten"],["dc.contributor.author","Sennhenn-Kirchner, Sabine"],["dc.contributor.author","Wiegand, Annette"],["dc.contributor.author","Raupach, Tobias"],["dc.date.accessioned","2020-05-22T07:21:30Z"],["dc.date.available","2020-05-22T07:21:30Z"],["dc.date.issued","2018-06-22"],["dc.description.abstract","Introduction: Various scoring approaches for Multiple True-False (MTF) items exist. This study aimed at comparing scoring results obtained with different scoring approaches and to assess the effect of item cues on each scoring approaches' result.\r\nMaterials and methods: Different scoring approaches (MTF, Count-2, Count-3, \"Vorkauf-Method,\" PS50 , Dichotomized MTF, \"Blasberg-Method,\" Multiple response (MR), Correction for Guessing, \"Ripkey-Method,\" Morgan-Method, Balanced Scoring Method) were retrospectively applied to all MTF items used within electronic examinations of undergraduate dental students at the University Medical Center Göttingen in the winter term 2016/2017 (1297 marking events). Item quality was evaluated regarding formal parameters such as presence of cues and correctness of content. Differences between scoring results of all scoring approaches and the differences between each methods' scoring results of items with and without cues were calculated by Wilcoxon rank sum tests (P < .05).\r\nResults: Average scoring results per item highly differed between the scoring approaches and ranged from 0.46 (MR) to 0.92 (Dichotomized MTF). Presence of cues leads to significantly higher scoring in case of all scoring approaches (P < .001; +0.14 on average). However, effect of cues differed amongst scoring approaches and ranged from +0.04 (Dichotomized MTF) to +0.20 (MR).\r\nConclusion: Scoring of MTF items is complex. The data presented in this manuscript may help educators make informed choices about scoring algorithms."],["dc.identifier.doi","10.1111/eje.12372"],["dc.identifier.pmid","29934980"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/65686"],["dc.language.iso","en"],["dc.relation.issn","1396-5883"],["dc.relation.orgunit","Poliklinik für Präventive Zahnmedizin, Parodontologie und Kariologie"],["dc.relation.orgunit","Klinik für Mund-, Kiefer- und Gesichtschirurgie"],["dc.relation.orgunit","Poliklinik für Kieferorthopädie"],["dc.relation.orgunit","Poliklinik für Zahnärztliche Prothetik"],["dc.relation.orgunit","Klinik für Kardiologie und Pneumologie"],["dc.subject.gro","Kprim"],["dc.subject.gro","K’"],["dc.subject.gro","Multiple True-False"],["dc.subject.gro","Type X"],["dc.subject.gro","k of n"],["dc.subject.gro","scoring"],["dc.title","Effect of different scoring approaches upon credit assignment when using Multiple True-False items in dental undergraduate examinations"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","e223"],["dc.bibliographiccitation.issue","9"],["dc.bibliographiccitation.journal","Journal of Medical Internet Research"],["dc.bibliographiccitation.volume","17"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Grefe, Clemens"],["dc.contributor.author","Brown, Jamie"],["dc.contributor.author","Meyer, Katharina"],["dc.contributor.author","Schuelper, Nikolai"],["dc.contributor.author","Anders, Sven"],["dc.date.accessioned","2018-11-07T09:52:19Z"],["dc.date.available","2018-11-07T09:52:19Z"],["dc.date.issued","2015"],["dc.description.abstract","Background: Podcasts are popular with medical students, but the impact of podcast use on learning outcomes in undergraduate medical education has not been studied in detail. Objective: Our aim was to assess the impact of podcasts accompanied by quiz questions and lecture attendance on short- and medium-term knowledge retention. Methods: Students enrolled for a cardio-respiratory teaching module were asked to prepare for 10 specific lectures by watching podcasts and submitting answers to related quiz questions before attending live lectures. Performance on the same questions was assessed in a surprise test and a retention test. Results: Watching podcasts and submitting answers to quiz questions (versus no podcast/quiz use) was associated with significantly better test performance in all items in the surprise test and 7 items in the retention test. Lecture attendance (versus no attendance) was associated with higher test performance in 3 items and 1 item, respectively. In a linear regression analysis adjusted for age, gender, and overall performance levels, both podcast/quiz use and lecture attendance were significant predictors of student performance. However, the variance explained by podcast/quiz use was greater than the variance explained by lecture attendance in the surprise test (38.7% vs 2.2%) and retention test (19.1% vs 4.0%). Conclusions: When used in conjunction with quiz questions, podcasts have the potential to foster knowledge acquisition and retention over and above the effect of live lectures."],["dc.description.sponsorship","Faculty of Medicine, Georg-August-University Gottingen"],["dc.identifier.doi","10.2196/jmir.3814"],["dc.identifier.isi","000361810200003"],["dc.identifier.pmid","26416467"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/13578"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/36100"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Jmir Publications, Inc"],["dc.relation.issn","1438-8871"],["dc.rights","CC BY 2.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/2.0"],["dc.title","Moving Knowledge Acquisition From the Lecture Hall to the Student Home: A Prospective Intervention Study"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","7"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","Journal of Electrocardiology"],["dc.bibliographiccitation.lastpage","12"],["dc.bibliographiccitation.volume","49"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Harendza, Sigrid"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Schuelper, Nikolai"],["dc.contributor.author","Brown, J."],["dc.date.accessioned","2018-11-07T10:21:26Z"],["dc.date.available","2018-11-07T10:21:26Z"],["dc.date.issued","2016"],["dc.description.abstract","Background: There is an ongoing debate on how ECG interpretation should be taught during undergraduate medical training. This study addressed the impact of teaching format, examination consequences and student motivation on skills retention. Methods: A total of 493 fourth-year medical students participated in a six-group, partially randomised trial. Students received three levels of teaching intensity: self-directed learning (2 groups), lectures (2 groups) or small-group peer-teaching (2 groups). On each level of teaching intensity, end-of-course written examinations (ECG exit exam) were summative in one group and formative in the other. Learning outcome was assessed in a retention test two months later. Results: Retention test scores were predicted by summative assessments (adjusted beta 4.08; 95% CI 1.39-6.78) but not by the type of teaching. Overall performance levels and motivation did not predict performance decrease or skills retention. Conclusions: Summative assessments increase medium-term retention of ECG interpretation skills, irrespective of instructional format. (C) 2016 Published by Elsevier Inc."],["dc.identifier.doi","10.1016/j.jelectrocard.2015.10.004"],["dc.identifier.isi","000368320700002"],["dc.identifier.pmid","26615874"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/42090"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Churchill Livingstone Inc Medical Publishers"],["dc.relation.issn","1532-8430"],["dc.relation.issn","0022-0736"],["dc.title","How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","e13386"],["dc.bibliographiccitation.issue","2"],["dc.bibliographiccitation.journal","JMIR Medical Education"],["dc.bibliographiccitation.volume","5"],["dc.contributor.author","Schuelper, Nikolai"],["dc.contributor.author","Ludwig, Sascha"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Raupach, Tobias"],["dc.date.accessioned","2019-07-25T08:29:18Z"],["dc.date.available","2019-07-25T08:29:18Z"],["dc.date.issued","2019"],["dc.description.abstract","Repeated formative assessments using key feature questions have been shown to enhance clinical reasoning. Key feature questions augmented by videos presenting clinical vignettes may be more effective than text-based questions, especially in a setting where medical students are free to choose the format they would like to work with. This study investigated learning outcomes related to clinical reasoning in students using video- or text-based key feature questions according to their individual preferences."],["dc.identifier.doi","10.2196/13386"],["dc.identifier.pmid","31333193"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/16297"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/62037"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.relation.issn","2369-3762"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","The Impact of Medical Students' Individual Teaching Format Choice on the Learning Outcome Related to Clinical Reasoning"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","189"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","BMC Medical Education"],["dc.bibliographiccitation.volume","21"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","de Temple, Insa"],["dc.contributor.author","Middeke, Angélina"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Morton, Caroline"],["dc.contributor.author","Schuelper, Nikolai"],["dc.date.accessioned","2021-06-01T09:42:15Z"],["dc.date.accessioned","2022-08-18T12:36:29Z"],["dc.date.available","2021-06-01T09:42:15Z"],["dc.date.available","2022-08-18T12:36:29Z"],["dc.date.issued","2021-03-30"],["dc.date.updated","2022-07-29T12:17:19Z"],["dc.description.abstract","Abstract\r\n \r\n Background\r\n Patients presenting with acute shortness of breath and chest pain should be managed according to guideline recommendations. Serious games can be used to train clinical reasoning. However, only few studies have used outcomes beyond student satisfaction, and most of the published evidence is based on short-term follow-up. This study investigated the effectiveness of a digital simulation of an emergency ward regarding appropriate clinical decision-making.\r\n \r\n \r\n Methods\r\n In this prospective trial that ran from summer 2017 to winter 2018/19 at Göttingen Medical University Centre, a total of 178 students enrolled in either the fourth or the fifth year of undergraduate medical education took six 90-min sessions of playing a serious game (‘training phase’) in which they managed virtual patients presenting with various conditions. Learning outcome was assessed by analysing log-files of in-game activity (including choice of diagnostic methods, differential diagnosis and treatment initiation) with regard to history taking and patient management in three virtual patient cases: Non-ST segment elevation myocardial infarction (NSTEMI), pulmonary embolism (PE) and hypertensive crisis. Fourth-year students were followed up for 1.5 years, and their final performance was compared to the performance of students who had never been exposed to the game but had otherwise taken the same five-year undergraduate course.\r\n \r\n \r\n Results\r\n During the training phase, overall performance scores increased from 57.6 ± 1.1% to 65.5 ± 1.2% (p < 0.001; effect size 0.656). Performance remained stable over 1.5 years, and the final assessment revealed a strong impact of ever-exposure to the game on management scores (72.6 ± 1.2% vs. 63.5 ± 2.1%, p < 0.001; effect size 0.811). Pre-exposed students were more than twice as likely to correctly diagnose NSTEMI and PE and showed significantly greater adherence to guideline recommendations (e.g., troponin measurement and D-dimer testing in suspected PE).\r\n \r\n \r\n Conclusions\r\n The considerable difference observed between previously exposed and unexposed students suggests a long-term effect of using the game although retention of specific virtual patient cases rather than general principles might partially account for this effect. Thus, the game may foster the implementation of guideline recommendations."],["dc.description.sponsorship","Open-Access-Publikationsfonds 2021"],["dc.identifier.citation","BMC Medical Education. 2021 Mar 30;21(1):189"],["dc.identifier.doi","10.1186/s12909-021-02591-1"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/17750"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/85191"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/112952"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-425"],["dc.notes.intern","Merged from goescholar"],["dc.publisher","BioMed Central"],["dc.relation.eissn","1472-6920"],["dc.rights","CC BY 4.0"],["dc.rights.holder","The Author(s)"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.subject","Guideline"],["dc.subject","Emergency"],["dc.subject","Management"],["dc.subject","Digital"],["dc.subject","Simulation"],["dc.subject","Serious game"],["dc.title","Effectiveness of a serious game addressing guideline adherence: cohort study with 1.5-year follow-up"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","863764"],["dc.bibliographiccitation.journal","Frontiers in Medicine"],["dc.bibliographiccitation.volume","9"],["dc.contributor.author","Aster, Alexandra"],["dc.contributor.author","Scheithauer, Simone"],["dc.contributor.author","Middeke, Angélina Charline"],["dc.contributor.author","Zegota, Simon"],["dc.contributor.author","Clauberg, Sigrid"],["dc.contributor.author","Artelt, Tanja"],["dc.contributor.author","Schuelper, Nikolai"],["dc.contributor.author","Raupach, Tobias"],["dc.date.accessioned","2022-06-01T09:39:51Z"],["dc.date.available","2022-06-01T09:39:51Z"],["dc.date.issued","2022"],["dc.description.abstract","Purpose Physicians of all specialties must be familiar with important principles of infectious diseases, but curricular time for this content is limited and clinical teaching requires considerable resources in terms of available patients and teachers. Serious games are scalable interventions that can help standardize teaching. This study assessed whether knowledge and skills acquired in a serious game translate to better performance in a clinical examination. Methods Fifth-year undergraduate medical students ( n = 100) at Goettingen Medical School were randomized to three groups receiving different levels of exposure to virtual patients presenting with signs and symptoms of either infective endocarditis or community-acquired pneumonia in a serious game simulating an accident and emergency department. Student performance was assessed based on game logfiles and an objective standardized clinical examination (OSCE). Results Higher exposure to virtual patients in the serious game did not result in superior OSCE scores. However, there was good agreement between student performance in the OSCE and in game logfiles ( r = 0.477, p = 0.005). An Item Response Theory analysis suggested that items from the serious game covered a wider range of ability, thus better differentiating between students within a given cohort. Conclusion Repeated exposure to virtual patients with infectious diseases in a serious game did not directly impact on exam performance but game logfiles might be good and resource-sparing indicators of student ability. One advantage of using serious games in medical education is standardized content, a lower inhibition threshold to learn, and a need of less staff time compared to small-group clinical teaching."],["dc.identifier.doi","10.3389/fmed.2022.863764"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/108579"],["dc.notes.intern","DOI-Import GROB-572"],["dc.relation.eissn","2296-858X"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0/"],["dc.title","Use of a Serious Game to Teach Infectious Disease Management in Medical School: Effectiveness and Transfer to a Clinical Examination"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","e0203851"],["dc.bibliographiccitation.issue","9"],["dc.bibliographiccitation.journal","PLOS ONE"],["dc.bibliographiccitation.volume","13"],["dc.contributor.author","Middeke, Angélina"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Schuelper, Madita"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Schuelper, Nikolai"],["dc.date.accessioned","2019-07-09T11:46:07Z"],["dc.date.available","2019-07-09T11:46:07Z"],["dc.date.issued","2018"],["dc.description.abstract","INTRODUCTION: Serious Games are increasingly being used in undergraduate medical education. They are usually intended to enhance learning with a focus on knowledge acquisition and skills development. According to the current literature, few studies have assessed their effectiveness regarding clinical reasoning (CR). The aim of this prospective study was to compare a Serious Game, the virtual Accident & Emergency department 'EMERGE' to small-group problem-based learning (PBL) regarding student learning outcome on clinical reasoning in the short term. METHODS: A total of 112 final-year medical students self-selected to participate in ten 90-minute sessions of either small-group PBL or playing EMERGE. CR was assessed in a formative examination consisting of six key feature cases and a final 45-minute EMERGE session. RESULTS: Overall, the EMERGE group (n = 78) scored significantly higher than the PBL group (n = 34) in the key feature examination (62.5 (IQR: 17.7)% vs. 54.2 (IQR: 21.9)%; p = 0.015). There was no significant difference in performance levels between groups regarding those cases which had been discussed in both instructional formats during the training phase. In the final EMERGE session, the EMERGE group achieved significantly better results than the PBL group in all four cases regarding the total score as well as in three of four cases regarding the final diagnosis and the correct therapeutic interventions. CONCLUSION: EMERGE can be used effectively for CR training in undergraduate medical education. The difference in key feature exam scores was driven by additional exposure to more cases in EMERGE compared to PBL despite identical learning time in both instructional formats. EMERGE is a potential alternative to intensive small-group teaching. Further work is needed to establish how Serious Games enhance CR most effectively."],["dc.identifier.doi","10.1371/journal.pone.0203851"],["dc.identifier.pmid","30204773"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/15397"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/15700"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/59380"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.subject.ddc","610"],["dc.title","Training of clinical reasoning with a Serious Game versus small-group problem-based learning: A prospective study"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","107"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","BMC Medicine"],["dc.bibliographiccitation.volume","16"],["dc.contributor.author","Ludwig, Sascha"],["dc.contributor.author","Schuelper, Nikolai"],["dc.contributor.author","Brown, Jamie"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Raupach, Tobias"],["dc.date.accessioned","2019-07-09T11:45:33Z"],["dc.date.available","2019-07-09T11:45:33Z"],["dc.date.issued","2018"],["dc.description.abstract","Background The Choosing Wisely campaign highlights the importance of clinical reasoning abilities for competent and reflective physicians. The principles of this campaign should be addressed in undergraduate medical education. Recent research suggests that answering questions on important steps in patient management promotes knowledge retention. It is less clear whether increasing the authenticity of educational material by the inclusion of videos further enhances learning outcome. Methods In a prospective randomised controlled cross-over study, we assessed whether repeated video-based testing is more effective than repeated text-based testing in training students to choose appropriate diagnostic tests, arrive at correct diagnoses and identify advisable therapies. Following an entry exam, fourth-year undergraduate medical students attended 10 weekly computer-based seminars during which they studied patient case histories. Each case contained five key feature questions (items) on the diagnosis and treatment of the presented patient. Students were randomly allocated to read text cases (control condition) or watch videos (intervention), and assignment to either text or video was switched between groups every week. Using a within-subjects design, student performance on video-based and text-based items was assessed 13 weeks (exit exam) and 9 months (retention test) after the first day of term. The primary outcome was the within-subject difference in performance on video-based and text-based items in the exit exam. Results Of 125 eligible students, 93 provided data for all three exams (response rate 74.4%). Percent scores were significantly higher for video-based than for text-based items in the exit exam (76.2 ± 19.4% vs. 72.4 ± 19.1%, p = 0.026) but not the retention test (69.2 ± 20.2% vs. 66.4 ± 20.3%, p = 0.108). An additional Bayesian analysis of this retention test suggested that video-based training is marginally more effective than text-based training in the long term (Bayes factor 2.36). Regardless of presentation format, student responses revealed a high prevalence of erroneous beliefs that, if applied to the clinical context, could place patients at risk. Conclusion Repeated video-based key feature testing produces superior short-term learning outcome compared to text-based testing. Given the high prevalence of misconceptions, efforts to improve clinical reasoning training in medical education are warranted. The Choosing Wisely campaign lends itself to being part of this process."],["dc.identifier.doi","10.1186/s12916-018-1090-y"],["dc.identifier.pmid","29976211"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/15244"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/59256"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","How can we teach medical students to choose wisely? A randomised controlled cross-over study of video- versus text-based case scenarios"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","22"],["dc.bibliographiccitation.journal","Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen"],["dc.bibliographiccitation.lastpage","26"],["dc.bibliographiccitation.volume","129"],["dc.contributor.author","Goldmann, Milena"],["dc.contributor.author","Middeke, Angelina-Charline"],["dc.contributor.author","Schuelper, Nikolai"],["dc.contributor.author","Dehl, Terese"],["dc.contributor.author","Raupach, Tobias"],["dc.date.accessioned","2020-12-10T15:21:51Z"],["dc.date.available","2020-12-10T15:21:51Z"],["dc.date.issued","2017"],["dc.identifier.doi","10.1016/j.zefq.2017.10.014"],["dc.identifier.issn","1865-9217"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/73191"],["dc.language.iso","de"],["dc.notes.intern","DOI Import GROB-354"],["dc.title","Klug entscheiden in der Lehre"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","464"],["dc.bibliographiccitation.issue","5"],["dc.bibliographiccitation.journal","Medical Education"],["dc.bibliographiccitation.lastpage","466"],["dc.bibliographiccitation.volume","52"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Schuelper, Nikolai"],["dc.date.accessioned","2020-12-10T18:29:10Z"],["dc.date.available","2020-12-10T18:29:10Z"],["dc.date.issued","2018"],["dc.identifier.doi","10.1111/medu.2018.52.issue-5"],["dc.identifier.issn","0308-0110"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/76549"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-354"],["dc.title","Reconsidering the role of assessments in undergraduate medical education"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]