Anders, Sven

[["dc.bibliographiccitation.firstpage","711"],["dc.bibliographiccitation.issue","7"],["dc.bibliographiccitation.journal","Medical Education"],["dc.bibliographiccitation.lastpage","720"],["dc.bibliographiccitation.volume","50"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Andresen, Jil C."],["dc.contributor.author","Meyer, Katharina"],["dc.contributor.author","Strobel, Lisa"],["dc.contributor.author","Koziolek, Michael"],["dc.contributor.author","Jung, Wolfram"],["dc.contributor.author","Brown, Jamie"],["dc.contributor.author","Anders, Sven"],["dc.date.accessioned","2018-11-07T10:12:24Z"],["dc.date.available","2018-11-07T10:12:24Z"],["dc.date.issued","2016"],["dc.description.abstract","ContextClinical reasoning is an essential skill, the foundations of which should be acquired during undergraduate medical education. Student performance in clinical reasoning can be assessed using key feature examinations. However, within a paradigm of test-enhanced learning, such examinations may also be used to enhance long-term retention ofprocedural knowledge relevant to clinical reasoning. ObjectivesThis study tested the hypothesis that repeated testing with key feature questions is more effective than repeated case-based learning in fostering clinical reasoning. MethodsIn this randomised crossover trial, Year4 medical students attended 10 weekly computer-based seminars during which patient case histories covering general medical conditions were displayed. The presentation format was switched between groups every week. In the control condition, students studied long case narratives. The intervention condition used the same content but augmented case presentation with a sequence of key feature questions. Using a within-subjects design, student performance on intervention and control items was assessed at 13weeks (exit examination) and 9months (retention test) after the first day of term. ResultsA total of 87 of 124 eligible students provided complete data for the longitudinal analysis (response rate: 70.2%). In the retention test, meanstandard deviation student scores on intervention items were significantly higher than those on control items (56.025.8% versus 48.8 +/- 24.7%; p<0.001). The results remained unchanged after accounting for exposure time in a linear regression analysis that also adjusted for sex and general student performance levels. ConclusionsThis is the first study to demonstrate an effect of test-enhanced learning on clinical reasoning as assessed with key feature questions. In this randomised trial, repeated testing was more effective than repeated case-based learning alone. Curricular implementation of longitudinal key feature testing may considerably enhance student learning outcomes in relevant aspects of clinical medicine."],["dc.identifier.doi","10.1111/medu.13069"],["dc.identifier.isi","000378731000006"],["dc.identifier.pmid","27295475"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/40228"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Wiley-blackwell"],["dc.relation.issn","1365-2923"],["dc.relation.issn","0308-0110"],["dc.title","Test-enhanced learning of clinical reasoning: a crossover 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","127"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","International Journal of Legal Medicine"],["dc.bibliographiccitation.lastpage","130"],["dc.bibliographiccitation.volume","127"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Kunz, Michaela"],["dc.contributor.author","Gehl, Axel"],["dc.contributor.author","Sehner, Susanne"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Beck-Bornholdt, Hans-Peter"],["dc.date.accessioned","2018-11-07T09:30:46Z"],["dc.date.available","2018-11-07T09:30:46Z"],["dc.date.issued","2013"],["dc.description.abstract","In forensic medicine, there is an undefined data background for the phenomenon of re-establishment of rigor mortis after mechanical loosening, a method used in establishing time since death in forensic casework that is thought to occur up to 8 h post-mortem. Nevertheless, the method is widely described in textbooks on forensic medicine. We examined 314 joints (elbow and knee) of 79 deceased at defined time points up to 21 h post-mortem (hpm). Data were analysed using a random intercept model. Here, we show that re-establishment occurred in 38.5% of joints at 7.5 to 19 hpm. Therefore, the maximum time span for the re-establishment of rigor mortis appears to be 2.5-fold longer than thought so far. These findings have major impact on the estimation of time since death in forensic casework."],["dc.identifier.doi","10.1007/s00414-011-0632-z"],["dc.identifier.isi","000313164100018"],["dc.identifier.pmid","22015934"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/31388"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Springer"],["dc.relation.issn","0937-9827"],["dc.title","Estimation of the time since death-reconsidering the re-establishment of rigor mortis"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","S0306919221001718"],["dc.bibliographiccitation.firstpage","102192"],["dc.bibliographiccitation.journal","Food Policy"],["dc.bibliographiccitation.volume","106"],["dc.contributor.author","Altmann, Brianne A."],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Risius, Antje"],["dc.contributor.author","Mörlein, Daniel"],["dc.date.accessioned","2022-02-01T10:32:03Z"],["dc.date.available","2022-02-01T10:32:03Z"],["dc.date.issued","2022"],["dc.identifier.doi","10.1016/j.foodpol.2021.102192"],["dc.identifier.pii","S0306919221001718"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/99012"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-517"],["dc.relation.issn","0306-9192"],["dc.relation.orgunit","Abteilung Produktqualität tierischer Erzeugnisse"],["dc.rights.uri","https://www.elsevier.com/tdm/userlicense/1.0/"],["dc.title","Information effects on consumer preferences for alternative animal feedstuffs"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","e0268331"],["dc.bibliographiccitation.issue","5"],["dc.bibliographiccitation.journal","PLoS One"],["dc.bibliographiccitation.volume","17"],["dc.contributor.author","Seer, Michelle"],["dc.contributor.author","Kampsen, Charlotte"],["dc.contributor.author","Becker, Tim"],["dc.contributor.author","Hobert, Sebastian"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.editor","Miyoshi, Norikatsu"],["dc.date.accessioned","2022-06-01T09:39:44Z"],["dc.date.available","2022-06-01T09:39:44Z"],["dc.date.issued","2022"],["dc.description.abstract","Background The coronavirus pandemic has led to increased use of digital teaching formats in medical education. A number of studies have assessed student satisfaction with these resources. However, there is a lack of studies investigating changes in student performance following the switch from contact to virtual teaching. Specifically, there are no studies linking student use of digital resources to learning outcome and examining predictors of failure. Methods Student performance before (winter term 2019/20: contact teaching) and during (summer term 2020: no contact teaching) the pandemic was compared prospectively in a cohort of 162 medical students enrolled in the clinical phase of a five-year undergraduate curriculum. Use of and performance in various digital resources (case-based teaching in a modified flipped classroom approach; formative key feature examinations of clinical reasoning; daily multiple choice quizzes) was recorded in summer 2020. Student scores in summative examinations were compared to examination scores in the previous term. Associations between student characteristics, resource use and summative examination results were used to identify predictors of performance. Results Not all students made complete use of the digital learning resources provided. Timely completion of tasks was associated with superior performance compared to delayed completion. Female students scored significantly fewer points in formative key feature examinations and digital quizzes. Overall, higher rankings within the student cohort (according to summative exams) in winter term 2019/20 as well as male gender predicted summative exam performance in summer 2020. Scores achieved in the first formative key feature examination predicted summative end-of-module exam scores. Conclusions The association between timely completion of tasks as well as early performance in a module and summative exams might help to identify students at risk and offering help early on. The unexpected gender difference requires further study to determine whether the shift to a digital-only curriculum disadvantages female students."],["dc.identifier.doi","10.1371/journal.pone.0268331"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/108551"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-572"],["dc.relation.eissn","1932-6203"],["dc.rights.uri","http://creativecommons.org/licenses/by/4.0/"],["dc.title","Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","314"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","The Clinical Teacher"],["dc.bibliographiccitation.lastpage","318"],["dc.bibliographiccitation.volume","15"],["dc.contributor.author","Schiekirka-Schwake, Sarah"],["dc.contributor.author","Dreiling, Katharina"],["dc.contributor.author","Pyka, Katharina"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Steinbüchel, Nicole von"],["dc.contributor.author","Raupach, Tobias"],["dc.date.accessioned","2019-07-30T14:09:36Z"],["dc.date.available","2019-07-30T14:09:36Z"],["dc.date.issued","2018"],["dc.description.abstract","Student evaluations of teaching can provide useful feedback for teachers and programme coordinators alike. We have designed a novel evaluation tool assessing teacher performance and student learning outcome. This tool was implemented at two German medical schools. In this article, we report student and teacher perceptions of the novel tool, and the implementation process."],["dc.identifier.doi","10.1111/tct.12686"],["dc.identifier.pmid","28771992"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/62208"],["dc.language.iso","en"],["dc.relation.eissn","1743-498X"],["dc.relation.issn","1743-4971"],["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","Improving evaluation at two medical schools"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","1039"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","International Journal of Legal Medicine"],["dc.bibliographiccitation.lastpage","1042"],["dc.bibliographiccitation.volume","131"],["dc.contributor.author","Crostack, Chiara"],["dc.contributor.author","Sehner, Susanne"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Anders, Sven"],["dc.date.accessioned","2018-11-07T10:22:03Z"],["dc.date.available","2018-11-07T10:22:03Z"],["dc.date.issued","2017"],["dc.description.abstract","Re-establishment of rigor mortis following mechanical loosening is used as part of the complex method for the forensic estimation of the time since death in human bodies and has formerly been reported to occur up to 8-12 h post-mortem (hpm). We recently described our observation of the phenomenon in up to 19 hpm in cases with in-hospital death. Due to the case selection (preceding illness, immobilisation), transfer of these results to forensic cases might be limited. We therefore examined 67 out-of-hospital cases of sudden death with known time points of death. Re-establishment of rigor mortis was positive in 52.2% of cases and was observed up to 20 hpm. In contrast to the current doctrine that a recurrence of rigor mortis is always of a lesser degree than its first manifestation in a given patient, muscular rigidity at re-establishment equalled or even exceeded the degree observed before dissolving in 21 joints. Furthermore, this is the first study to describe that the phenomenon appears to be independent of body or ambient temperature."],["dc.identifier.doi","10.1007/s00414-017-1558-x"],["dc.identifier.isi","000404662500019"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/42207"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","PUB_WoS_Import"],["dc.publisher","Springer"],["dc.relation.issn","1437-1596"],["dc.relation.issn","0937-9827"],["dc.title","Re-establishment of rigor mortis: evidence for a considerably longer post-mortem time span"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","245"],["dc.bibliographiccitation.issue","5"],["dc.bibliographiccitation.journal","European Addiction Research"],["dc.bibliographiccitation.lastpage","251"],["dc.bibliographiccitation.volume","19"],["dc.contributor.author","Krampe, Henning"],["dc.contributor.author","Strobel, Lisa"],["dc.contributor.author","Beard, Emma"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","West, Robert"],["dc.contributor.author","Raupach, Tobias"],["dc.date.accessioned","2018-11-07T09:29:36Z"],["dc.date.available","2018-11-07T09:29:36Z"],["dc.date.issued","2013"],["dc.description.abstract","Background/Aims: A minority of German medical students believe they know how to support smokers willing to quit. This paper examined whether the same would be true for treating alcohol use disorder (AUD), and individual factors associated with incorrect beliefs about the effectiveness of methods to treat AUD. Methods: In this cross-sectional study, 19,526 undergraduate students from 27 German medical schools completed a survey addressing beliefs about the effectiveness of different methods of overcoming AUD. Beliefs about AUD treatment effectiveness were compared across the 5 years of undergraduate education and predictors identified by means of multiple linear regression. Results: Even in the fifth year, 28.1% (95% CI: 26.5-29.7) of students believed that willpower alone was more effective for overcoming AUD than a comprehensive treatment program. The only significant predictor of this belief was a similar belief for stopping smoking. Conclusion: Our results indicate that a considerable proportion of German medical students overestimate the effectiveness of willpower to treat smoking and AUD. The addictive nature of these disorders needs to be stressed during undergraduate medical education to ensure that future physicians will be able and motivated to support patients in their quit attempts. Copyright (c) 2013 S. Karger AG, Basel"],["dc.description.sponsorship","Cancer Research UK [14135]"],["dc.identifier.doi","10.1159/000346672"],["dc.identifier.isi","000324908200003"],["dc.identifier.pmid","23428902"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/10821"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/31077"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.relation.issn","1421-9891"],["dc.relation.issn","1022-6877"],["dc.rights","Goescholar"],["dc.rights.uri","https://goescholar.uni-goettingen.de/licenses"],["dc.title","German Medical Students' Beliefs about How Best to Treat Alcohol Use Disorder"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["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.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","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"]]