Raupach, Tobias

[["dc.bibliographiccitation.firstpage","87"],["dc.bibliographiccitation.issue","1-3"],["dc.bibliographiccitation.journal","Forensic Science International"],["dc.bibliographiccitation.lastpage","90"],["dc.bibliographiccitation.volume","210"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Fischer-Bruegge, Dorothee"],["dc.contributor.author","Fabian, Merle"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Petersen-Ewert, Corinna"],["dc.contributor.author","Harendza, Sigrid"],["dc.date.accessioned","2018-11-07T08:54:19Z"],["dc.date.available","2018-11-07T08:54:19Z"],["dc.date.issued","2011"],["dc.description.abstract","In undergraduate medical education, the training of post-mortem external examination on dead bodies might evoke strong emotional reactions in medical students that could counteract the intended learning goals. We evaluated student perception of a forensic medicine course, their perceived learning outcome (via self-assessment) and possible tutor-dependent influences on the overall evaluation of the course by a questionnaire-based survey among 150 medical students in Hamburg, Germany. The majority of students identified post-mortem external examination as an important learning objective in undergraduate medical education and did not feel that the dignity of the deceased was offended by the course procedures. After the course, more than 70% of the students felt able to perform an external examination and to fill in a death certificate. Respectful behavior of course tutors towards the deceased entailed better overall course ratings by students (p < 0.001). Our findings highlight the importance of factors such as clearly defined learning goals and course standardization (formal curriculum) as well as tutor behavior (informal curriculum) in undergraduate education in forensic medicine. Furthermore, we suggest embedding teaching in forensic medicine in longitudinal curricula on death and dying and on the health consequences of interpersonal violence. (C) 2011 Elsevier Ireland Ltd. All rights reserved."],["dc.description.sponsorship","Hamburg Medical School"],["dc.identifier.doi","10.1016/j.forsciint.2011.02.008"],["dc.identifier.isi","000292034300018"],["dc.identifier.pmid","21376489"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/22641"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Elsevier Ireland Ltd"],["dc.relation.issn","0379-0738"],["dc.title","Teaching post-mortem external examination in undergraduate medical education-The formal and the informal curriculum"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","731"],["dc.bibliographiccitation.issue","7"],["dc.bibliographiccitation.journal","Medical Education"],["dc.bibliographiccitation.lastpage","740"],["dc.bibliographiccitation.volume","44"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Hanneforth, Nathalie"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Pukrop, Tobias"],["dc.contributor.author","ten Cate, Olle Th J."],["dc.contributor.author","Harendza, Sigrid"],["dc.date.accessioned","2018-11-07T08:41:54Z"],["dc.date.available","2018-11-07T08:41:54Z"],["dc.date.issued","2010"],["dc.description.abstract","Objectives Interpretation of the electrocardiogram (ECG) is a core clinical skill that should be developed in undergraduate medical education. This study assessed whether small-group peer teaching is more effective than lectures in enhancing medical students' ECG interpretation skills. In addition, the impact of assessment format on study outcome was analysed. Methods Two consecutive cohorts of Year 4 medical students (n = 335) were randomised to receive either traditional ECG lectures or the same amount of small-group, near-peer teaching during a 6-week cardiorespiratory course. Before and after the course, written assessments of ECG interpretation skills were undertaken. Whereas this final assessment yielded a considerable amount of credit points for students in the first cohort, it was merely formative in nature for the second cohort. An unannounced retention test was applied 8 weeks after the end of the cardiovascular course. Results A significant advantage of near-peer teaching over lectures (effect size 0.33) was noted only in the second cohort, whereas, in the setting of a summative assessment, both teaching formats appeared to be equally effective. A summative instead of a formative assessment doubled the performance increase (Cohen's d 4.9 versus 2.4), mitigating any difference between teaching formats. Within the second cohort, the significant difference between the two teaching formats was maintained in the retention test (p = 0.017). However, in both cohorts, a significant decrease in student performance was detected during the 8 weeks following the cardiovascular course. Conclusions Assessment format appeared to be more powerful than choice of instructional method in enhancing student learning. The effect observed in the second cohort was masked by an overriding incentive generated by the summative assessment in the first cohort. This masking effect should be considered in studies assessing the effectiveness of different teaching methods."],["dc.identifier.doi","10.1111/j.1365-2923.2010.03687.x"],["dc.identifier.isi","000278928700014"],["dc.identifier.pmid","20528994"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/19573"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Wiley-blackwell"],["dc.relation.issn","0308-0110"],["dc.title","Impact of teaching and assessment format on electrocardiogram interpretation skills"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["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.firstpage","760"],["dc.bibliographiccitation.issue","9"],["dc.bibliographiccitation.journal","Medical Teacher"],["dc.bibliographiccitation.lastpage","766"],["dc.bibliographiccitation.volume","35"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Brown, Jamie"],["dc.contributor.author","Wieland, Anna"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Harendza, Sigrid"],["dc.date.accessioned","2018-11-07T09:29:38Z"],["dc.date.available","2018-11-07T09:29:38Z"],["dc.date.issued","2013"],["dc.description.abstract","Background: Financial incentives are effective in moderating physician and patient behaviour, but they have not been studied in the context of medical education. Aim: This study assessed whether financial incentives can motivate students to acquire electrocardiogram (ECG) interpretation skills. Methods: Students enrolled for a cardio-respiratory teaching module (n = 121) were randomised to an intervention (financial incentive) or a control (book voucher raffle) condition. All students took three validated exams of ECG interpretation skills (at module entry, module exit and seven weeks later). Only the exit exam was financially incentivised in the intervention group. The primary outcome was the proportion of students who correctly identified >= 60% of clinically important diagnoses in the exit exam. Results: Financial incentives more than doubled the odds of correctly identifying >= 60% of diagnoses in the exit exam (adjusted odds ratio 2.44, 95% confidence interval 1.05-5.67) and significantly increased student learning time. However, there was no significant effect on performance levels in the retention exam. Conclusions: Financial incentives increase reported learning time and examination results in the short-term. The lack of a sustained effect on performance suggests that financial incentives may foster a superficial or strategic rather than a deep approach to learning."],["dc.identifier.doi","10.3109/0142159X.2013.801942"],["dc.identifier.isi","000324770200016"],["dc.identifier.pmid","23808527"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/31090"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Informa Healthcare"],["dc.relation.issn","0142-159X"],["dc.title","Should we pay the student? A randomised trial of financial incentives in medical education"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","E425"],["dc.bibliographiccitation.issue","9"],["dc.bibliographiccitation.journal","Medical Teacher"],["dc.bibliographiccitation.lastpage","E430"],["dc.bibliographiccitation.volume","31"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Pukrop, Tobias"],["dc.contributor.author","Hasenfuß, Gerd"],["dc.contributor.author","Harendza, Sigrid"],["dc.date.accessioned","2017-09-07T11:47:35Z"],["dc.date.available","2017-09-07T11:47:35Z"],["dc.date.issued","2009"],["dc.description.abstract","Background: Bedside teaching is an important element of undergraduate medical education. However, the impact of curricular course structure on student outcome needs to be determined. Aims: This study assessed changes in fourth-year medical students' evaluations of clinical teaching sessions before and after the introduction of a new course format. Method: The curricular structure of bedside teaching sessions in cardiology was modified without changing the amount of teaching time. Clinical teachers were instructed about the new teaching format and learning objectives. The new format implemented for adult but not paediatric cardiology sessions was piloted with 143 students in winter 2007/08. By computing effect sizes, evaluation results were compared to data obtained from 185 students before the intervention. Results: Significant rating increases were observed for adult cardiology teaching sessions (Cohen's d = 0.66) but not paediatric cardiology sessions (d = 0.22). In addition to improving the structure and organization of the course, the intervention significantly impacted on students' perceptions of their learning outcome regarding practical skills (d = 0.69). Conclusions: Minimal curricular changes combined with basic faculty development measures significantly increase students' perception of learning outcome. Curricular structure needs to be considered when planning bedside teaching sessions in medical undergraduate training."],["dc.identifier.doi","10.1080/01421590902845865"],["dc.identifier.gro","3143173"],["dc.identifier.isi","000270947800027"],["dc.identifier.pmid","19811179"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/658"],["dc.notes.intern","WoS Import 2017-03-10"],["dc.notes.status","final"],["dc.notes.submitter","PUB_WoS_Import"],["dc.publisher","Taylor & Francis Ltd"],["dc.relation.issn","0142-159X"],["dc.title","Effects of \"minimally invasive curricular surgery\" - A pilot intervention study to improve the quality of bedside teaching in medical education"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.subtype","original"],["dspace.entity.type","Publication"]]

[["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"]]