Anders, Sven

[["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"]]