Anders, Sven

[["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.artnumber","45"],["dc.bibliographiccitation.journal","BMC Medical Education"],["dc.bibliographiccitation.volume","12"],["dc.contributor.author","Schiekirka, Sarah"],["dc.contributor.author","Reinhardt, Deborah"],["dc.contributor.author","Heim, Susanne"],["dc.contributor.author","Fabry, Goetz"],["dc.contributor.author","Pukrop, Tobias"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Raupach, Tobias"],["dc.date.accessioned","2018-11-07T09:09:11Z"],["dc.date.available","2018-11-07T09:09:11Z"],["dc.date.issued","2012"],["dc.description.abstract","Background: Evaluation is an integral part of medical education. Despite a wide use of various evaluation tools, little is known about student perceptions regarding the purpose and desired consequences of evaluation. Such knowledge is important to facilitate interpretation of evaluation results. The aims of this study were to elicit student views on the purpose of evaluation, indicators of teaching quality, evaluation tools and possible consequences drawn from evaluation data. Methods: This qualitative study involved 17 undergraduate medical students in Years 3 and 4 participating in 3 focus group interviews. Content analysis was conducted by two different researchers. Results: Evaluation was viewed as a means to facilitate improvements within medical education. Teaching quality was believed to be dependent on content, process, teacher and student characteristics as well as learning outcome, with an emphasis on the latter. Students preferred online evaluations over paper-and-pencil forms and suggested circulating results among all faculty and students. Students strongly favoured the allocation of rewards and incentives for good teaching to individual teachers. Conclusions: In addition to assessing structural aspects of teaching, evaluation tools need to adequately address learning outcome. The use of reliable and valid evaluation methods is a prerequisite for resource allocation to individual teachers based on evaluation results."],["dc.description.sponsorship","Open-Access-Publikationsfonds 2012"],["dc.identifier.doi","10.1186/1472-6920-12-45"],["dc.identifier.isi","000306900100001"],["dc.identifier.pmid","22726271"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/7830"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/26199"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Biomed Central Ltd"],["dc.relation.issn","1472-6920"],["dc.rights","CC BY 2.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/2.0"],["dc.title","Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school"],["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","1878"],["dc.bibliographiccitation.issue","10"],["dc.bibliographiccitation.journal","Addiction"],["dc.bibliographiccitation.lastpage","1882"],["dc.bibliographiccitation.volume","107"],["dc.contributor.author","Strobel, Lisa"],["dc.contributor.author","Schneider, Nick K."],["dc.contributor.author","Krampe, Henning"],["dc.contributor.author","Beißbarth, Tim"],["dc.contributor.author","Pukrop, Tobias"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","West, Robert"],["dc.contributor.author","Aveyard, Paul"],["dc.contributor.author","Raupach, Tobias"],["dc.date.accessioned","2018-11-07T09:05:28Z"],["dc.date.available","2018-11-07T09:05:28Z"],["dc.date.issued","2012"],["dc.description.abstract","Aim To assess the extent of undergraduate medical training on alcohol use disorders (AUD) and smoking, and medical students' perceived knowledge regarding consequences of, and treatment options for, these disorders compared with other chronic conditions. Design Cross-sectional survey assessing teaching and perceived knowledge of health consequences and treatment options for AUD and smoking compared with diabetes and hypertension. Setting Medical schools in Germany. Participants Twenty-five of 36 medical school offices (response rate 69.4%) and 19 526 of 39 358 students from 27 medical schools (response rate 49.6%). Measurement Medical schools were asked to provide information on curricular coverage of the four conditions. Students reported their year of study and perceived knowledge about the consequences of all four disorders and perceived knowledge of treatment options. Findings Courses time-tabled approximately half as many teaching hours on AUD and tobacco as on diabetes or hypertension. Final-year students reported high levels of knowledge of consequences of all four conditions and how to treat diabetes and hypertension, but only 20% believed they knew how to treat alcohol use disorders or smoking. Conclusions Curriculum coverage in German medical schools of alcohol use disorders and smoking is half that of diabetes and hypertension, and in the final year of their undergraduate training most students reported inadequate knowledge of how to intervene to address them."],["dc.description.sponsorship","Johnson & Johnson GmbH (Johnson & Johnson Consumer Healthcare Germany)"],["dc.identifier.doi","10.1111/j.1360-0443.2012.03907.x"],["dc.identifier.isi","000308577700027"],["dc.identifier.pmid","22551065"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/25328"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Wiley-blackwell"],["dc.relation.issn","0965-2140"],["dc.title","German medical students lack knowledge of how to treat smoking and problem drinking"],["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","E431"],["dc.bibliographiccitation.issue","9"],["dc.bibliographiccitation.journal","Medical Teacher"],["dc.bibliographiccitation.lastpage","E437"],["dc.bibliographiccitation.volume","31"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Muenscher, C."],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Steinbach, R."],["dc.contributor.author","Pukrop, Tobias"],["dc.contributor.author","Hege, I."],["dc.contributor.author","Tullius, M."],["dc.date.accessioned","2018-11-07T08:35:05Z"],["dc.date.available","2018-11-07T08:35:05Z"],["dc.date.issued","2009"],["dc.description.abstract","Background: Clinical reasoning skills are essential for medical practice. Problem-based collaborative learning via the internet might prove useful in imparting these skills. Aim: This randomized study assessed whether web-based learning (WBL) is superior to face-to-face problem-based learning (PBL) in the setting of a 6-week cardio-respiratory course. Methods: During winter term 2007/08, all 148 fourth-year medical students enrolled in the 6-week course consented to be randomized in small groups to diagnose a patient complaining of dyspnoea either using a virtual collaborative online module or a traditional PBL session. Clinical reasoning skills were assessed by means of a key feature examination at the end of the course. Results: No significant difference between the mean scores of both study groups was detected (p = 0.843). In virtual learning groups, costs for diagnostic tests were significantly correlated to the number of contributions to online group discussions (r = 0.881; p = 0.002). Evaluation data favored traditional PBL sessions over virtual collaborative learning. Conclusion: While virtual collaborative learning was as effective as traditional PBL regarding the acquisition of clinical reasoning skills, it was less well accepted than traditional PBL. Future research needs to determine the ideal format and time-point for computer-assisted learning in medical education."],["dc.identifier.doi","10.1080/01421590903095502"],["dc.identifier.isi","000270947800028"],["dc.identifier.pmid","19811180"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/17979"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Taylor & Francis Ltd"],["dc.relation.issn","0142-159X"],["dc.title","Web-based collaborative training of clinical reasoning: A randomized trial"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","369"],["dc.bibliographiccitation.issue","3"],["dc.bibliographiccitation.journal","Academic Medicine"],["dc.bibliographiccitation.lastpage","375"],["dc.bibliographiccitation.volume","88"],["dc.contributor.author","Schiekirka, Sarah"],["dc.contributor.author","Reinhardt, Deborah"],["dc.contributor.author","Beißbarth, Tim"],["dc.contributor.author","Anders, Sven"],["dc.contributor.author","Pukrop, Tobias"],["dc.contributor.author","Raupach, Tobias"],["dc.date.accessioned","2018-11-07T09:27:41Z"],["dc.date.available","2018-11-07T09:27:41Z"],["dc.date.issued","2013"],["dc.description.abstract","Purpose Learning outcome is an important measure for overall teaching quality and should be addressed by comprehensive evaluation tools. The authors evaluated the validity of a novel evaluation tool based on student self-assessments, which may help identify specific strengths and weaknesses of a particular course. Method In 2011, the authors asked 145 fourth-year students at Gottingen Medical School to self-assess their knowledge on 33 specific learning objectives in a pretest and posttest as part of a cardiorespiratory module. The authors compared performance gain calculated from self-assessments with performance gain derived from formative examinations that were closely matched to these 33 learning objectives. Results Eighty-three students (57.2%) completed the assessment. There was good agreement between performance gain derived from subjective data and performance gain derived from objective examinations (Pearson r = 0.78; P < .0001) on the group level. The association between the two measures was much weaker when data were analyzed on the individual level. Further analysis determined a quality cutoff for performance gain derived from aggregated student self-assessments. When using this cutoff, the evaluation tool was highly sensitive in identifying specific learning objectives with favorable or suboptimal objective performance gains. Conclusions The tool is easy to implement, takes initial performance levels into account, and does not require extensive pre-post testing. By providing valid estimates of actual performance gain obtained during a teaching module, it may assist medical teachers in identifying strengths and weaknesses of a particular course on the level of specific learning objectives."],["dc.identifier.doi","10.1097/ACM.0b013e318280a6f6"],["dc.identifier.isi","000315522600025"],["dc.identifier.pmid","23348083"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/30598"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Lippincott Williams & Wilkins"],["dc.relation.issn","1040-2446"],["dc.title","Estimating Learning Outcomes From Pre- and Posttest Student Self-Assessments: A Longitudinal Study"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["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"]]