Raupach, Tobias

[["dc.bibliographiccitation.firstpage","349"],["dc.bibliographiccitation.issue","3"],["dc.bibliographiccitation.journal","Advances in Health Sciences Education"],["dc.bibliographiccitation.lastpage","356"],["dc.bibliographiccitation.volume","15"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Muenscher, C."],["dc.contributor.author","Pukrop, Tobias"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Harendza, Sigrid"],["dc.date.accessioned","2018-11-07T08:40:29Z"],["dc.date.available","2018-11-07T08:40:29Z"],["dc.date.issued","2010"],["dc.description.abstract","In recent years, increasing attention has been paid to web-based learning although the advantages of computer-aided instruction over traditional teaching formats still need to be confirmed. This study examined whether participation in an online module on the differential diagnosis of dyspnoea impacts on student performance in a multiple choice examination of factual knowledge in cardiology and pneumology. A virtual problem-based learning environment for medical students supervised by postgraduate teachers was created. Seventy-four out of 183 fourth-year medical students volunteered to use the online module while attending a 6-week cardio-respiratory curriculum in summer 2007. Of these, 40 were randomly selected to be included ( intervention group); the remaining 34 served as an internal control group. Analysis of all written exams taken during the preceding term showed that both groups were comparable (86.4 +/- 1.1 vs. 85.9 +/- 1.1%; p = 0.751). Students in the intervention group scored significantly higher in the final course assessment than students allocated to the control group (84.8 +/- 1.3 vs. 79.5 +/- 1.4%; p = 0.006; effect size 0.67). Thus, additional problem-based learning with an online module as part of an undergraduate cardio-respiratory curriculum lead to higher students' scores in an exam testing factual knowledge. Whether using this teaching format increases overall student motivation to engage in the learning process needs to be further investigated."],["dc.identifier.doi","10.1007/s10459-009-9201-3"],["dc.identifier.isi","000281894600005"],["dc.identifier.pmid","19774475"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/7622"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/19243"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Springer"],["dc.relation.issn","1382-4996"],["dc.title","Significant increase in factual knowledge with web-assisted problem-based learning as part of an undergraduate cardio-respiratory curriculum"],["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.issue","3"],["dc.bibliographiccitation.journal","GMS Zeitschrift für medizinische Ausbildung"],["dc.bibliographiccitation.volume","30"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Vogel, Daniela"],["dc.contributor.author","Schiekirka, Sarah"],["dc.contributor.author","Keijsers, Carolina"],["dc.contributor.author","Ten Cate, Olle"],["dc.contributor.author","Harendza, Sigrid"],["dc.date.accessioned","2019-07-09T11:40:10Z"],["dc.date.available","2019-07-09T11:40:10Z"],["dc.date.issued","2013"],["dc.description.abstract","AIMS: In Germany, the final year of undergraduate medical education ('practice year') consists of three 16-week clinical attachments, two of which are internal medicine and surgery. Students can choose a specific specialty for their third 16-week attachment. Practice year students do not receive specific teaching to prepare them for the National Licensing Examination. It is unknown whether knowledge levels increase during this year. This study aimed at assessing knowledge at the beginning and the end of the final year of medical school. METHODS: Three hundred pre-selected United States Medical Licensing Examination type items from ten medical disciplines were reviewed by ten recent medical graduates from the Netherlands and Germany. The resulting test included 150 items and was taken by 77 and 79 final year medical students from Göttingen and Hamburg at the beginning and the end of their practice year, respectively. RESULTS: Cronbach's α of the pre- and post-test was 0.75 and 0.68, respectively. Mean percent scores in the pre- and post-test were 63.9±6.9 and 69.4±5.7, respectively (p<0.001; effect size calculated as Cohen's d: 0.87). In individual students, post-test scores were particularly high for items related to their specific chosen specialty. CONCLUSION: The knowledge test used in this study provides a suitable external tool to assess progress of undergraduate medical students in their knowledge during the practice year. The pre-test may be used to guide individual learning behaviour during this final year of undergraduate education."],["dc.description.abstract","Zielsetzung: In Deutschland besteht das letzte Jahr des Studiums der Humanmedizin (\"Praktisches Jahr\", PJ) aus drei Tertialen von je 16 Wochen, von denen eines in der Inneren Medizin und eines in der Chirurgie abzuleisten ist. Die Fachrichtung des dritten Tertials von 16 Wochen kann von den Studierenden frei gewählt werden.Während des Praktischen Jahres findet keine gezielte Vorbereitung auf den schriftlichen Teil des Staatsexamens statt. Es ist unklar, inwieweit die Studierenden während des Praktischen Jahres auch neue Wissensinhalte erlernen. Ziel dieser Studie war es, zu Beginn und am Ende des Praktischen Jahres Wissensinhalte zu überprüfen. Methodik: Zehn Absolventen des Medizinstudiums in Deutschland und den Niederlanden trafen eine Auswahl aus 300 vorselektierten Fragen der US-amerikanischen Abschlussprüfung (USMLE), die zehn verschiedenen Fachrichtungen zugeordnet waren. Die ausgewählten 150 Fragen wurden im Rahmen zweier Tests PJ-Studierenden aus Göttingen und Hamburg vorgelegt: einmal zu Beginn (n=77 Studierende) und einmal am Ende des Praktischen Jahres (n=79). Ergebnisse: Die interne Konsistenz der beiden Tests (Cronbach’s α) betrug 0,75 (Prätest) bzw. 0,68 (Posttest). Der Anteil richtig beantwor- teter Fragen betrug im Prätest 63,9±6,9 und im Posttest 69,4±5,7 (p<0,001; Effektstärke als Cohen’s d: 0,87). Individuelle Studierende Abteilung für Geriatrische schnitten bei denjenigen Fragen besonders gut ab, die sich auf Inhalte ihres Wahlfachs bezogen. Schlussfolgerung: Der in dieser Studie verwendete Wissenstest eignet sich als externes Instrument zur Messung des Wissenszuwachses von Studierenden im Praktischen Jahr. Zudem kann der Prätest genutzt werden, um Studierende bei der Planung ihres Lernverhaltens während des Praktischen Jahres zu unterstützen."],["dc.identifier.doi","10.3205/zma000876"],["dc.identifier.fs","600114"],["dc.identifier.pmid","24062813"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/10720"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/58106"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.relation.issn","1860-3572"],["dc.rights","CC BY-NC-ND 3.0"],["dc.rights.uri","https://creativecommons.org/licenses/by-nc-nd/3.0"],["dc.subject.mesh","Adult"],["dc.subject.mesh","Clinical Competence"],["dc.subject.mesh","Education, Medical, Undergraduate"],["dc.subject.mesh","Educational Measurement"],["dc.subject.mesh","Female"],["dc.subject.mesh","General Surgery"],["dc.subject.mesh","Germany"],["dc.subject.mesh","Humans"],["dc.subject.mesh","Internal Medicine"],["dc.subject.mesh","Internship and Residency"],["dc.subject.mesh","Licensure, Medical"],["dc.subject.mesh","Male"],["dc.subject.mesh","Medicine"],["dc.subject.mesh","Preceptorship"],["dc.subject.mesh","Questionnaires"],["dc.title","Increase in medical knowledge during the final year of undergraduate medical education in Germany."],["dc.title.alternative","Wissenszuwachs im Praktischen Jahr des Medizinstudiums in Deutschland"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","61"],["dc.bibliographiccitation.journal","BMC Medicine"],["dc.bibliographiccitation.volume","11"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Brown, Jamie"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Hasenfuß, Gerd"],["dc.contributor.author","Harendza, Sigrid"],["dc.date.accessioned","2017-09-07T11:47:46Z"],["dc.date.available","2017-09-07T11:47:46Z"],["dc.date.issued","2013"],["dc.description.abstract","Background: Electrocardiogram (ECG) interpretation is a core clinical skill that needs to be acquired during undergraduate medical education. Intensive teaching is generally assumed to produce more favorable learning outcomes, but recent research suggests that examinations are more powerful drivers of student learning than instructional format. This study assessed the differential contribution of teaching format and examination consequences to learning outcome regarding ECG interpretation skills in undergraduate medical students. Methods: A total of 534 fourth-year medical students participated in a six-group (two sets of three), partially randomized trial. Students received three levels of teaching intensity: self-directed learning (two groups), lectures (two groups) or small-group peer teaching facilitated by more advanced students (two groups). One of the two groups on each level of teaching intensity was assessed in a formative, the other in a summative written ECG examination, which provided a maximum of 1% credit points of the total curriculum. The formative examination provided individual feedback without credit points. Main outcome was the correct identification of >= 3 out of 5 diagnoses in original ECG tracings. Secondary outcome measures were time spent on independent study and use of additional study material. Results: Compared with formative assessments, summative assessments increased the odds of correctly identifying at least three out of five ECG diagnoses (OR 5.14; 95% CI 3.26 to 8.09), of spending at least 2 h/week extra on ECG self-study (OR 4.02; 95% CI 2.65 to 6.12) and of using additional learning material (OR 2.86; 95% CI 1.92 to 4.24). Lectures and peer teaching were associated with increased learning effort only, but did not augment examination performance. Conclusions: Medical educators need to be aware of the paramount role of summative assessments in promoting student learning. Consequently, examinations within medical schools need to be closely matched to the desired learning outcomes. Shifting resources from implementing innovative and costly teaching formats to designing more high-quality summative examinations warrants further investigation."],["dc.description.sponsorship","Open-Access-Publikationsfonds 2013"],["dc.identifier.doi","10.1186/1741-7015-11-61"],["dc.identifier.gro","3142376"],["dc.identifier.isi","000318435600001"],["dc.identifier.pmid","23497243"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/8918"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7597"],["dc.notes.intern","WoS Import 2017-03-10"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","final"],["dc.notes.submitter","PUB_WoS_Import"],["dc.publisher","Biomed Central Ltd"],["dc.relation.issn","1741-7015"],["dc.rights","CC BY 2.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/2.0"],["dc.title","Summative assessments are more powerful drivers of student learning than resource intensive teaching formats"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.subtype","original"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]