Poinstingl, Herbert

[["dc.bibliographiccitation.firstpage","704"],["dc.bibliographiccitation.issue","10"],["dc.bibliographiccitation.journal","Laryngo-Rhino-Otologie"],["dc.bibliographiccitation.lastpage","709"],["dc.bibliographiccitation.volume","96"],["dc.contributor.author","Kiese-Himmel, Christiane"],["dc.contributor.author","Poinstingl, Herbert"],["dc.contributor.author","von Steinbüchel, Nicole"],["dc.date.accessioned","2020-12-10T18:12:22Z"],["dc.date.available","2020-12-10T18:12:22Z"],["dc.date.issued","2017"],["dc.identifier.doi","10.1055/s-0043-104771"],["dc.identifier.eissn","1438-8685"],["dc.identifier.issn","0935-8943"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/74347"],["dc.language.iso","de"],["dc.notes.intern","DOI Import GROB-354"],["dc.title","Indikatoren für Sprachverständnis bei Kindern mit Migrationshintergrund. Ein Extremgruppenvergleich"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","195"],["dc.bibliographiccitation.issue","2"],["dc.bibliographiccitation.journal","Creativity Research Journal"],["dc.bibliographiccitation.lastpage","204"],["dc.bibliographiccitation.volume","30"],["dc.contributor.author","von Steinbüchel, Nicole"],["dc.contributor.author","Meeuwsen, Mirjam"],["dc.contributor.author","Poinstingl, Herbert"],["dc.contributor.author","Kiese-Himmel, Christiane"],["dc.date.accessioned","2020-12-10T18:14:58Z"],["dc.date.available","2020-12-10T18:14:58Z"],["dc.date.issued","2018"],["dc.identifier.doi","10.1080/10400419.2018.1446742"],["dc.identifier.eissn","1532-6934"],["dc.identifier.issn","1040-0419"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/74687"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-354"],["dc.title","The Test for Creative Thinking–Drawing Production Test in Preschool Children with Predominantly Migration Background—Psychometrics of the German TCT-DP"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","820"],["dc.bibliographiccitation.issue","8"],["dc.bibliographiccitation.journal","Medical Teacher"],["dc.bibliographiccitation.lastpage","827"],["dc.bibliographiccitation.volume","39"],["dc.contributor.author","Dreiling, Katharina"],["dc.contributor.author","Montano, Diego"],["dc.contributor.author","Poinstingl, Herbert"],["dc.contributor.author","Müller, Tjark"],["dc.contributor.author","Schiekirka-Schwake, Sarah"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","von Steinbüchel, Nicole"],["dc.contributor.author","Raupach, Tobias"],["dc.date.accessioned","2020-12-10T18:14:46Z"],["dc.date.available","2020-12-10T18:14:46Z"],["dc.date.issued","2017"],["dc.description.abstract","Background: Evaluation is an integral part of curriculum development in medical education. Given the peculiarities of bedside teaching, specific evaluation tools for this instructional format are needed. Development of these tools should be informed by appropriate frameworks. The purpose of this study was to develop a specific evaluation tool for bedside teaching based on the Stanford Faculty Development Program’s clinical teaching framework. Methods: Based on a literature review yielding 47 evaluation items, an 18-item questionnaire was compiled and subsequently completed by undergraduate medical students at two German universities. Reliability and validity were assessed in an exploratory full information item factor analysis (study one) and a confirmatory factor analysis as well as a measurement invariance analysis (study two). Results: The exploratory analysis involving 824 students revealed a three-factor structure. Reliability estimates of the subscales were satisfactory (α = 0.71–0.84). The model yielded satisfactory fit indices in the confirmatory factor analysis involving 1043 students. Discussion: The new questionnaire is short and yet based on a widely-used framework for clinical teaching. The analyses presented here indicate good reliability and validity of the instrument. Future research needs to investigate whether feedback generated from this tool helps to improve teaching quality and student learning outcome."],["dc.identifier.doi","10.1080/0142159X.2017.1324136"],["dc.identifier.eissn","1466-187X"],["dc.identifier.issn","0142-159X"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/74608"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-354"],["dc.relation.issn","0142-159X"],["dc.relation.issn","1466-187X"],["dc.relation.orgunit","Sozialwissenschaftliche Fakultät"],["dc.relation.orgunit","Institut für Erziehungswissenschaft"],["dc.relation.orgunit","Arbeitsbereich Empirische Bildungsforschung mit dem Schwerpunkt Schul- und Unterrichtsforschung"],["dc.title","Evaluation in undergraduate medical education: Conceptualizing and validating a novel questionnaire for assessing the quality of bedside teaching"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","137"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","BMC Medical Education"],["dc.bibliographiccitation.volume","17"],["dc.contributor.author","Müller, Tjark"],["dc.contributor.author","Montano, Diego"],["dc.contributor.author","Poinstingl, Herbert"],["dc.contributor.author","Dreiling, Katharina"],["dc.contributor.author","Schiekirka-Schwake, Sarah"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Steinbuechel, Nicole von"],["dc.date.accessioned","2019-07-09T11:43:52Z"],["dc.date.available","2019-07-09T11:43:52Z"],["dc.date.issued","2017"],["dc.description.abstract","BACKGROUND: The seven categories of the Stanford Faculty Development Program (SFDP) represent a framework for planning and assessing medical teaching. Nevertheless, so far there is no specific evaluation tool for large-group lectures that is based on these categories. This paper reports the development and psychometric validation of a short German evaluation tool for large-group lectures in medical education (SETMED-L: 'Student Evaluation of Teaching in MEDical Lectures') based on the SFDP-categories. METHODS: Data were collected at two German medical schools. In Study 1, a full information factor analysis of the new 14-item questionnaire was performed. In Study 2, following cognitive debriefings and adjustments, a confirmatory factor analysis was performed. The model was tested for invariance across medical schools and student gender. Convergent validity was assessed by comparison with results of the FEVOR questionnaire. RESULTS: Study 1 (n = 922) yielded a three-factor solution with one major (10 items) and two minor factors (2 items each). In Study 2 (n = 2740), this factor structure was confirmed. Scale reliability ranged between α = 0.71 and α = 0.88. Measurement invariance was given across student gender but not across medical schools. Convergent validity in the subsample tested (n = 246) yielded acceptable results. CONCLUSION: The SETMED-L showed satisfactory to very good psychometric characteristics. The main advantages are its short yet comprehensive form, the integration of SFDP-categories and its focus on medical education."],["dc.identifier.doi","10.1186/s12909-017-0970-8"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/15135"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/58988"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.notes.intern","In goescholar not merged with http://resolver.sub.uni-goettingen.de/purl?gs-1/14707 but duplicate"],["dc.relation.orgunit","Sozialwissenschaftliche Fakultät"],["dc.relation.orgunit","Institut für Erziehungswissenschaft"],["dc.relation.orgunit","Arbeitsbereich Empirische Bildungsforschung mit dem Schwerpunkt Schul- und Unterrichtsforschung"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Evaluation of large-group lectures in medicine – development of the SETMED-L (Student Evaluation of Teaching in MEDical Lectures) questionnaire"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]