Simmenroth, Anne

[["dc.bibliographiccitation.artnumber","Doc59"],["dc.bibliographiccitation.journal","GMS Zeitschrift für medizinische Ausbildung"],["dc.bibliographiccitation.volume","22"],["dc.contributor.author","Fischer, Thomas"],["dc.contributor.author","Chenot, Jean-François"],["dc.contributor.author","Kleiber, Christina"],["dc.contributor.author","Kochen, Michael M."],["dc.contributor.author","Simmenroth-Nayda, Anne"],["dc.contributor.author","Staats, Hermann"],["dc.contributor.author","Herrmann-Lingen, Christoph"],["dc.date.accessioned","2021-09-15T11:48:46Z"],["dc.date.available","2021-09-15T11:48:46Z"],["dc.date.issued","2005"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/89470"],["dc.relation.orgunit","Institut für Allgemeinmedizin"],["dc.title","Kurs \"ärztliche Basisfähigkeiten\" - Evaluation eines primärärztlich orientierten Unterrichtskonzepts im Rahmen der neuen Approbationsordnung"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","1032"],["dc.bibliographiccitation.issue","11"],["dc.bibliographiccitation.journal","Medical Education"],["dc.bibliographiccitation.lastpage","1038"],["dc.bibliographiccitation.volume","41"],["dc.contributor.author","Chenot, Jean-Francois"],["dc.contributor.author","Simmenroth-Nayda, Anne"],["dc.contributor.author","Koch, Alexandra"],["dc.contributor.author","Fischer, Thomas"],["dc.contributor.author","Scherer, Martin"],["dc.contributor.author","Emmert, Birgit"],["dc.contributor.author","Stanske, Beate"],["dc.contributor.author","Kochen, Michael M."],["dc.contributor.author","Himmel, Wolfgang"],["dc.date.accessioned","2018-11-07T10:57:15Z"],["dc.date.available","2018-11-07T10:57:15Z"],["dc.date.issued","2007"],["dc.description.abstract","CONTEXT The dissemination of objective structured clinical examinations (OSCEs) is hampered by requirements for high levels of staffing and a significantly higher workload compared with multiple-choice examinations. Senior medical students may be able to support faculty staff to assess their peers. The aim of this study is to assess the reliability of student tutors as OSCE examiners and their acceptance by their peers. METHODS Using a checklist and a global rating, teaching doctors (TDs) and student tutors (STs) simultaneously assessed students in basic clinical skills at 4 OSCE stations. The inter-rater agreement between TDs and STs was calculated by kappa values and paired t-tests. Students then completed a questionnaire to assess their acceptance of student peer examiners. RESULTS All 214 Year 3 students at the University of Gottingen Medical School were evaluated in spring 2005. Student tutors gave slightly better average grades than TDs (differences of 0.02-0.20 on a 5-point Likert scale). Inter-rater agreement at the stations ranged from 0.41 to 0.64 for checklist assessment and global ratings; overall inter-rater agreement on the final grade was 0.66. Most students felt that assessment by STs would result in the same grades as assessment by TDs (64%) and that it would be similarly objective (69%). Nearly all students (95%) felt confident that they could evaluate their peers themselves in an OSCE. CONCLUSIONS On the basis of our results, STs can act as examiners in summative OSCEs to assess basic medical skills. The slightly better grades observed are of no practical concern. Students accepted assessment performed by STs."],["dc.identifier.doi","10.1111/j.1365-2923.2007.02895.x"],["dc.identifier.isi","000251278600003"],["dc.identifier.pmid","17973763"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/50197"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.relation.issn","0308-0110"],["dc.relation.orgunit","Institut für Allgemeinmedizin"],["dc.title","Can student tutors act as examiners in an objective structured clinical examination?"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","486"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","BMC Research Notes"],["dc.bibliographiccitation.volume","5"],["dc.contributor.author","Simmenroth-Nayda, Anne"],["dc.contributor.author","Weiss, Cora"],["dc.contributor.author","Fischer, Thomas"],["dc.contributor.author","Himmel, Wolfgang"],["dc.date.accessioned","2019-07-09T11:53:57Z"],["dc.date.available","2019-07-09T11:53:57Z"],["dc.date.issued","2012"],["dc.description.abstract","Background Although it is taken for granted that history-taking and communication skills are learnable, this learning process should be confirmed by rigorous studies, such as randomized pre- and post-comparisons. The purpose of this paper is to analyse whether a communication course measurably improves the communicative competence of third-year medical students at a German medical school and whether technical or emotional aspects of communication changed differently. Method A sample of 32 randomly selected students performed an interview with a simulated patient before the communication course (pre-intervention) and a second interview after the course (post-intervention), using the Calgary-Cambridge Observation Guide (CCOG) to assess history taking ability. Results On average, the students improved in all of the 28 items of the CCOG. The 6 more technically-orientated communication items improved on average from 3.4 for the first interview to 2.6 in the second interview (p < 0.0001), the 6 emotional items from 2.7 to 2.3 (p = 0.023). The overall score for women improved from 3.2 to 2.5 (p = 0.0019); male students improved from 3.0 to 2.7 (n.s.). The mean interview time significantly increased from the first to the second interview, but the increase in the interview duration and the change of the overall score for the students’ communication skills were not correlated (Pearson’s r = 0.03; n.s.). Conclusions Our communication course measurably improved communication skills, especially for female students. These improvements did not depend predominantly on an extension of the interview time. Obviously, “technical” aspects of communication can be taught better than “emotional” communication skills."],["dc.identifier.doi","10.1186/1756-0500-5-486"],["dc.identifier.fs","592278"],["dc.identifier.pmid","22947372"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/8276"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/60535"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.relation.orgunit","Institut für Allgemeinmedizin"],["dc.rights","CC BY 2.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/2.0"],["dc.title","Do communication training programs improve students' communication skills? - a follow-up study"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","212"],["dc.bibliographiccitation.journal","International Journal of Medical Education"],["dc.bibliographiccitation.lastpage","218"],["dc.bibliographiccitation.volume","5"],["dc.contributor.author","Simmenroth-Nayda, Anne"],["dc.contributor.author","Heinemann, Stephanie"],["dc.contributor.author","Nolte, Catharina"],["dc.contributor.author","Fischer, Thomas"],["dc.contributor.author","Himmel, Wolfgang"],["dc.date.accessioned","2019-07-09T11:41:30Z"],["dc.date.available","2019-07-09T11:41:30Z"],["dc.date.issued","2014"],["dc.description.abstract","OBJECTIVE: The aim of this study was to analyse the psychometric properties of the short version of the Calgary Cambridge Guides and to decide whether it can be recommended for use in the assessment of communications skills in young undergraduate medical students. METHODS: Using a translated version of the Guide, 30 members from the Department of General Practice rated 5 videotaped encounters between students and simulated patients twice. Item analysis should detect possible floor and/or ceiling effects. The construct validity was investigated using exploratory factor analysis. Intra-rater reliability was measured in an interval of 3 months, inter-rater reliability was assessed by the intraclass correlation coefficient. RESULTS: The score distribution of the items showed no ceiling or floor effects. Four of the five factors extracted from the factor analysis represented important constructs of doctor-patient communication The ratings for the first and second round of assessing the videos correlated at 0.75 (p<0.0001). Intraclass correlation coefficients for each item ranged were moderate and ranged from 0.05 to 0.57. CONCLUSIONS: Reasonable score distributions of most items without ceiling or floor effects as well as a good test-retest reliability and construct validity recommend the C-CG as an instrument for assessing communication skills in undergraduate medical students. Some deficiencies in inter-rater reliability are a clear indication that raters need a thorough instruction before using the C-CG."],["dc.identifier.doi","10.5116/ijme.5454.c665"],["dc.identifier.fs","608012"],["dc.identifier.pmid","25480988"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/12155"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/58447"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.relation.issn","2042-6372"],["dc.relation.orgunit","Institut für Allgemeinmedizin"],["dc.rights","CC BY 3.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/3.0"],["dc.subject.mesh","Clinical Competence"],["dc.subject.mesh","Communication"],["dc.subject.mesh","Education, Medical, Undergraduate"],["dc.subject.mesh","Educational Measurement"],["dc.subject.mesh","Factor Analysis, Statistical"],["dc.subject.mesh","Female"],["dc.subject.mesh","Humans"],["dc.subject.mesh","Male"],["dc.subject.mesh","Observer Variation"],["dc.subject.mesh","Psychometrics"],["dc.subject.mesh","Reproducibility of Results"],["dc.subject.mesh","Students, Medical"],["dc.title","Psychometric properties of the Calgary Cambridge guides to assess communication skills of undergraduate medical students."],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","397"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","Medical Teacher"],["dc.bibliographiccitation.lastpage","399"],["dc.bibliographiccitation.volume","29"],["dc.contributor.author","Fischer, Thomas"],["dc.contributor.author","Chenot, Jean-Francois"],["dc.contributor.author","Simmenroth-Nayda, Anne"],["dc.contributor.author","Heinemann, Stephanie"],["dc.contributor.author","Kochen, Michael M."],["dc.contributor.author","Himmel, Wolfgang"],["dc.date.accessioned","2018-11-07T11:07:03Z"],["dc.date.available","2018-11-07T11:07:03Z"],["dc.date.issued","2007"],["dc.description.abstract","Background: It is generally unknown which clinical skills students acquire during medical education and which factors influence their levels of competence. Methods: We asked German medical students how competent they felt in performing individual clinical skills. Results: Third year students evaluated their competence in clinical skills, on average, not better than 4.7 on a Likert scale ranging from 1 ('excellent') to 6 ('insufficient'). The average score for fifth year students was 4.1, for final-year students 3.3. Deficits in all groups of students were most prominent in communication skills and diagnostic skills. Conclusions: These results are a plea for a structured curriculum including training courses to practice clinical skills."],["dc.identifier.doi","10.1080/01421590701316563"],["dc.identifier.isi","000249285500021"],["dc.identifier.pmid","17786759"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/52463"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.relation.issn","0142-159X"],["dc.relation.orgunit","Institut für Allgemeinmedizin"],["dc.title","Learning core clinical skills - a survey at 3 time points during medical education"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]