Anders, Sven

[["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.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"]]