Simmenroth, Anne

[["dc.bibliographiccitation.artnumber","Doc55"],["dc.bibliographiccitation.firstpage","1"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","GMS Zeitschrift für medizinische Ausbildung"],["dc.bibliographiccitation.lastpage","12"],["dc.bibliographiccitation.volume","29"],["dc.contributor.author","Gágyor, Ildikó"],["dc.contributor.author","Hilbert, Nadine"],["dc.contributor.author","Chenot, Jean-François"],["dc.contributor.author","Marx, Gabriella"],["dc.contributor.author","Ortner, Tuulia"],["dc.contributor.author","Simmenroth-Nayda, Anne"],["dc.contributor.author","Scherer, Martin"],["dc.contributor.author","Wedeken, Sven"],["dc.contributor.author","Himmel, Wolfgang"],["dc.date.accessioned","2019-07-09T11:54:39Z"],["dc.date.available","2019-07-09T11:54:39Z"],["dc.date.issued","2012"],["dc.description.abstract","AIMS: Negative experiences during the course of medical education have been reported in many countries, but little is known about the perceived severity of these experiences. We studied for the first time how often students at a medical university in Germany have had negative experiences, and how severe they perceive these to be. METHOD: We asked medical students in an online survey whether they felt adequately appreciated, had experienced peer rivalry, verbal abuse by their mentors, physical abuse or mistreatment, sexual harassment, racial or ethnic discrimination, or any other kind of mistreatment. RESULTS: Of 391 students, 56% stated that they felt insufficiently appreciated, 51% had experienced rivalry, and 34% had suffered verbal abuse. Fifty-nine percent of the students felt highly aggrieved because of verbal abuse, while 46% were aggrieved by the ongoing rivalry and 32% by the lack of appreciation. Significantly fewer students felt upset because they were passed over or ignored (21%). Generally, female students felt more often aggrieved by these negative experiences than their male colleagues. CONCLUSION: Of the possible negative experiences, the less prominent ones such as lack of appreciation or verbal abuse are not only frequent, they are also perceived as very upsetting. Medical teachers should reflect this more in their day-to-day dealings with students and aim to improve on their contact with the students accordingly."],["dc.identifier.doi","10.3205/zma000825"],["dc.identifier.fs","592279"],["dc.identifier.pmid","22916081"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/9541"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/60705"],["dc.language.iso","de"],["dc.notes.intern","Merged from goescholar"],["dc.relation.issn","1860-3572"],["dc.relation.orgunit","Institut für Allgemeinmedizin"],["dc.rights","CC BY-NC-ND 3.0"],["dc.rights.uri","https://goescholar.uni-goettingen.de/licenses"],["dc.subject.mesh","Adult"],["dc.subject.mesh","Attitude of Health Personnel"],["dc.subject.mesh","Data Collection"],["dc.subject.mesh","Education, Medical"],["dc.subject.mesh","Female"],["dc.subject.mesh","Germany"],["dc.subject.mesh","Human Rights Abuses"],["dc.subject.mesh","Humans"],["dc.subject.mesh","Interpersonal Relations"],["dc.subject.mesh","Male"],["dc.subject.mesh","Mentors"],["dc.subject.mesh","Peer Group"],["dc.subject.mesh","Prejudice"],["dc.subject.mesh","Questionnaires"],["dc.subject.mesh","Sexual Harassment"],["dc.subject.mesh","Students, Medical"],["dc.title","Wie häufig und belastend sind negative Erfahrungen im Medizinstudium?"],["dc.title.alternative","Frequency and perceived severity of negative experiences during medical education in Germany--results of an online-survery of medical students"],["dc.title.subtitle","Ergebnisse einer Online-Befragung von Medizinstudierenden"],["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"]]