Anders, Sven

[["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.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.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"]]