Kompetenzorientierung in der medizinischen Ausbildung

Kadmon, Martina; Bender, Michael; Adili, Farzin; Arbab, Dariusch; Heinemann, Markus K.; Hofmann, Hans‐Stefan; König, Sarah; Küper, M; Obertacke, U.; Rennekampff, Hans‐Oliver; Rolle, Udo; Rücker, Martin; Sader, Robert; Tingart, Markus; Tolksdorf, M; Tronnier, V.; Will, B.; Walcher, Felix; Chirurgie, für die Chirurgische Arbeitsgemeinschaft Lehre der Deutschen Gesellschaft für

doi:10.1007/s00104-012-2449-9

Cited by 42 publications

(34 citation statements)

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“…Furthermore, live-coding of the exam also lead to restriction on explicit aspects of the examination questions with deliberate negligence of all implicit aspects. It should be emphasized, that although the idea of competence orientation was considered long before publication of the NKLM in Germany, the concrete content of the NKLM catalogue in its actual form has only recently been finalised and accepted by the authorities, and therefore requires time to be transferred to the educational curricula and various disciplines [4], [34]. At present, the NKLM has set the goals; the constructive alignment demands now subsequent development of both teaching and assessment systems.…”

Section: Discussionmentioning

confidence: 99%

Visions and reality: the idea of competence-oriented assessment for German medical students is not yet realised in licensing examinations

Huber‐Lang

Palmer

Grab

et al. 2017

GMS Journal for Medical Education; 34(2):Doc25

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Section: Discussionmentioning

confidence: 99%

Visions and reality: the idea of competence-oriented assessment for German medical students is not yet realised in licensing examinations

Huber‐Lang

Palmer

Grab

et al. 2017

GMS Journal for Medical Education; 34(2):Doc25

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“…It consists of 32 lectures with a duration of 90 min each. The lectures cover the main topics in surgery as defined in the catalogue of learning objectives from the German Society of Surgery [33]. Table 1 shows the distribution of surgical disciplines.…”

Section: Methodsmentioning

confidence: 99%

The effect of written standardized feedback on the structure and quality of surgical lectures: A prospective cohort study

et al. 2016

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BackgroundLectures remain an important teaching method to present and structure knowledge to many students concurrently. Adequate measures are necessary to maintain the quality of the lectures. The aim of this study was to determine the impact on the lecture quality using written structured feedback and to compare the ratings of surgical lectures between students and surgical peers.MethodsProspective analysis of two consecutive surgical lecture series for undergraduate students at Goethe-University Medical School was performed before and after evaluation of the lecturers via independent written feedback from trained undergraduate students and surgeons. The 22-item feedback instrument covered three areas of performance: content, visualization, and delivery. Additional suggestions for improvement were provided from both students and surgical peers who anonymously attended the lectures. The lecturers, experienced surgeons, as well as the student and peer raters were blinded in terms of the aim and content of the study. Their response to the feedback was collected using a web-based 13-item questionnaire.The Kendall’s-W coefficient was computed to calculate inter-rater reliability (IRR). Differences between ratings before and after feedback were analyzed using Student’s t-test for dependent samples. The Kolmogorov-Smirnov-test was used for independent samples.ResultsA total of 22 lectures from a possible 32 given by 13 lecturers were included and analyzed by at least three surgeons and two students. There were significant improvements in overall score as well as in the details of 9 of the 13 items were found. The average inter-rater reliability was 0.71. There were no differences in the ratings as a function of the rater’s level of expertise (peers vs. students).We found that 13/23 lecturers (56.5%) answered the questionnaire, and 92% strongly agreed that the written feedback was useful. 76.9% of the lecturers revised their lecture based on the written feedback requiring on average 112.5 min (range from 20 to 300 min).ConclusionsOverall, this study indicates that structured written feedback provided by trained peers and students that is subsequently discussed by the lecturers concerned is a highly effective and efficient method to improve aspects of lecturing. We anticipate that structured written feedback by trained students that is discussed by the lecturers concerned will improve lecturing.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0806-y) contains supplementary material, which is available to authorized users.

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“…The study was carried out within the 'training week of practical clinical skills in surgery' [22], which aims to teach students basic surgical competencies and prepare them for their upcoming surgical rotations. This takes place at the skills lab and consists of 12 teaching units for basic general and surgical skills from all surgical disciplines.…”

Section: Study Protocolmentioning

confidence: 99%

Comparing video-based versions of Halsted’s ‘See One, Do One’ and Peyton’s ‘4-step Approach’ for teaching surgical skills: a randomized controlled trial

Seifert

Schnurr

Stefanescu

et al. 2020

Preprint

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Background: Teaching complex motor skills at a high level remains a challenge in medical education. Established methods often involve large amounts of teaching time and material. The implementation of standardized videos in those methods might help save resources. In this study, video-based versions of Peyton’s ‘4-step Approach’ and Halsted’s ‘See One, Do One’ are compared. We hypothesized that the video-based ‘4-step Approach’ would be more effective in learning procedural skills than the ‘See One, Do One Approach’. Methods: One-hundred-two naïve students were trained to perform a structured facial examination and a Bellocq’s tamponade with either Halsted’s (n = 57) or Peyton’s (n = 45) method within a curricular course. Steps 1 (Halsted) and 1-3 (Peyton) were replaced by standardized teaching videos. The performance was measured directly (T1) and 8 weeks (T2) after the intervention by blinded examiners using structured checklists. An item-analysis was also carried out. Results: At T1, performance scores significantly differed in favor of the video-based ‘4-step Approach’ (p < 0.01) for both skills. No differences were found at T2 (p < 0.362). The item-analysis revealed that Peyton’s method was significantly more effective in the complex subparts of both skills. Conclusions: The modified video-based version of Peyton’s ‘4-step Approach’ is the preferred method for teaching especially complex motor skills in a large curricular scale. Furthermore, an effective way to utilize Peyton’s method in a group setting could be demonstrated. Further studies have to investigate the long-term learning retention of this method in a formative setting.

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Kompetenzorientierung in der medizinischen Ausbildung

Cited by 42 publications

References 10 publications

Visions and reality: the idea of competence-oriented assessment for German medical students is not yet realised in licensing examinations

Visions and reality: the idea of competence-oriented assessment for German medical students is not yet realised in licensing examinations

The effect of written standardized feedback on the structure and quality of surgical lectures: A prospective cohort study

Comparing video-based versions of Halsted’s ‘See One, Do One’ and Peyton’s ‘4-step Approach’ for teaching surgical skills: a randomized controlled trial

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