Authors: Harendza, S, Herzog, C
Superior Title: GMS Journal for Medical Education; VOL: 39; DOC11 /20220215/
Subject Terms: misconceptions, internal medicine, intuitive concepts, medical education, undergraduate medical studies, preconcepts, Fehlkonzepte, Innere Medizin, intuitive Konzepte, medizinische Ausbildung, Medizinstudium, Präkonzepte, ddc: 610
Relation: Archer JC. State of the science in health professional education: effective feedback. Med Educ. 2010;44(1):101-108. DOI:10.1111/j.1365-2923.2009.03546.x; Arnon I, Cottrill J, Dubinsky E, Oktaç A, Fuentes SR, Trigueros M, Weller, K. The teaching of mathematics using APOS theory. New York, NY: Springer; 2014. p.57-91. DOI:10.1007/978-1-4614-7966-6_5; Berner ES, Graber ML. Overconfidence as a cause of diagnostic error in medicine. Am J Med. 2008;121(5 Suppl):S2-23. DOI:10.1016/j.amjmed.2008.01.001; Bordes Jr SJ, Gandhi J, Bauer B, Protas M, Solomon N, Bogdan L, Brummund D, Bass B, Clunes M, Murray IVJ. Using lectures to identify student misconceptions: a study on the paradoxical effects of hyperkalemia on vascular smooth muscle. Adv Physiol Educ. 2020;44(1):15-20. DOI:10.1152/advan.00030.2019; Chi MT, Roscoe RD, Slotta JD, Roy M, Chase CC. Misconceived causal explanations for emergent processes. Cogn Sci. 2012;36:1-61. DOI:10.1111/j.1551-6709.2011.01207.x; Cole SD, Elliott ER, Rankin SC. SODAPOP: A Metacognitive Mnemonic Framework to Teach Antimicrobial Selection. J Vet Med Educ. 2021 Jun;48(3):263-266. DOI:10.3138/jvme.2019-0066; Croskerry P. The importance of cognitive errors in diagnosis and strategies to minimize them. Acad Med. 2003;78(8):775-780. DOI:10.1097/00001888-200308000-00003; Demir F, Sekreter O. Knowledge, attitudes and misconceptions of primary care physicians regarding fever in children: a cross sectional study. Ital J Pediatr. 2012;38:40. DOI:10.1186/1824-7288-38-40; Ecker UK, Lewandowsky S, Tang DT. Explicit warnings reduce but do not eliminate the continued influence of misinformation. Mem Cognit. 2010;38(8):1087-1100. DOI:10.3758/MC.38.8.1087; Elstein AS. Heuristics and biases: selected errors in clinical reasoning. Acad Med.1999;74(7):791-794. DOI:10.1097/00001888-199907000-00012; Gawande A. The checklist manifesto. How to get things right. New York: Picador; 2009.; Green J, Sinclair RD. Perceptions of acne vulgaris in final year medical student written examination answers. Australas J Dermatol. 2001;42(2):98-101. DOI:10.1046/j.1440-0960.2001.00489.x; Gürbüz R, Birgin O. The effect of computer-assisted teaching on remedying misconceptions: The case of the subject "probability". Comput Educ. 2012;58(3):931-941. DOI:10.1016/j.compedu.2011.11.005; Hake RR. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am J Physics. 1998;66(1):64-74. DOI:10.1119/1.18809; Haller U, Welti S, Haenggi D, Fink D. Von der Schuldfrage zur Fehlerkultur in der Medizin. Gynäkol Geburtshilfliche Rundsch. 2005;45(3):147-160. DOI:10.1159/000085196; Heidemann LA, Keilin CA, Santen SA, Fitzgerald JT, Zaidi NL, Whitman L, Jones EK, Lypson ML, Morgan HK. Does performance on evidence-based medicine and urgent clinical scenarios assessments deteriorate during the fourth year of medical school? Findings from one institution. Acad Med. 2019;94(5):731-737. DOI:10.1097/ACM.0000000000002583; Hewson MG, Hewson PW. Effect of instruction using students' prior knowledge and conceptual change strategies on science learning. J Res Sci Teach. 1983;20:731-743. DOI:10.1002/tea.3660200804; Kalkan H, Kiroglu K. Science and nonscience students' ideas about basic astronomy concepts in preservice training for elementary school teachers. Astron Educ Rev. 2007;6(1):15-24. DOI:10.3847/AER2007002; Klinge A, Müller J, Harendza S. Wie Denkfehler die ärztliche Diagnose beeinflussen. Hamb Arztebl. 2019;12:30-33.; Krohn LT, Corrigan JM, Donaldson MS, editors. To err is human: building a safer health system. Washington DC: National Academics Press; 1999.; Leeds FS, Atwa KM, Cook AM, Conway KA, Crawford TN. Teaching heuristics and mnemonics to improve generation of differential diagnoses. Med Educ Online. 2020;25(1):1742967. DOI:10.1080/10872981.2020.1742967; Meyer JH, Land R. Threshold concepts and troublesome knowledge: linkages to ways of thinking and practicing within the disciplines. In: Rust C, editor. Improving student learning: improving student learning theory and practice - ten years on. Oxford: OCSLD; 2003. p.412-424.; Michael JA. Students' misconceptions about perceived physiological responses. Am J Physiol. 1998;274(6 Pt 2):S90-98. DOI:10.1152/advances.1998.274.6.S90; Middendorf J, Pace D. Decoding the disciplines: a model for helping students learn disciplinary ways of thinking. New Dir Teaching Learn. 2004;98:1-12. DOI:10.1002/tl.142; Morton JP, Doran DA, MacLaren DP. Common student misconceptions in exercise physiology and biochemistry. Adv Physiol Educ. 2008;32(2):142-146. DOI:10.1152/advan.00095.2007; Müller-Lissner SA, Kamm MA, Scarpignato C, Wald A. Myths and misconceptions about chronic constipation. Am J Gastroenterol. 2005;100(1):232-242. DOI:10.1111/j.1572-0241.2005.40885.x; Oliveira G, Sousa C, Poian A, Luz M. Students' misconception about energy-yielding metabolism: glucose as the sole metabolic fuel. Adv Physiol Educ. 2003;27(1-4):97-101. DOI:10.1152/advan.00009.2003; Oser F, Hascher T, Spychiger M. Lernen aus Fehlern. Zur Psychologie des "negativen" Wissens. In: Althof W, editor. Fehlerwelten: Vom Fehlermachen und Lernen aus Fehlern. Wiesbaden: Springer Fachmedien; 1999. p.11-41. DOI:10.1007/978-3-663-07878-4_1; Palizvan MR, Nejad MR, Jand A, Rafeie M. Cardiovascular physiology misconceptions and the potential of cardiovascular physiology teaching to alleviate these. Med Teach. 2013; 35(6):454-458. DOI:10.3109/0142159X.2013.774331; Redish EF, Burciaga JR. Teaching physics with the physics suite. Am J Physics. 2003;72(3):414-414. DOI:10.1119/1.1691552; Riegler P. Schwellenkonzepte, Konzeptwandel und die Krise der Mathematikausbildung. Z Hochschulentwick. 2014;9(4):241-257. DOI:10.3217/zfhe-9-04/15; Rylander M, Guerrasio J. Heuristic errors in clinical reasoning. Clin Teach. 2016;13(4):287-290. DOI:10.1111/tct.12444; Sibbald M, Sherbino J, Ilgen JS, Zwaan L, Blissett S, Monteiro S, Norman G. Debiasing versus knowledge retrieval checklists to reduce diagnostic error in ECG interpretation. Adv Health Sci Educ Theory Pract. 2019;24(3):427-440. DOI:10.1007/s10459-019-09875-8; Taylor AK, Kowalski P. Nave psychological science: the prevalence, strength, and sources of misconceptions. Psychol Rec. 2004;54:15-25. DOI:10.1007/BF03395459; Versteeg M, Wijnen-Meijer M, Steendijk P. Informing the uninformed: a multitier approach to uncover students' misconceptions on cardiovascular physiology. Adv Physiol Edu. 2019;43(1):7-14. DOI:10.1152/advan.00130.2018; Vosniadou S. Conceptual change research: state of the art and future directions. In: Schnotz W, Vosniadou S, Carretero M, editors. New perspectives on conceptual change. Amsterdam: Elsevier; 1999. p.3-13. DOI:10.1024//1010-0652.17.2.133v; Vosniadou S. Capturing and modeling the process of conceptual change. Learn Instruct. 1994;4(1):45-69. DOI:10.1016/0959-4752(94)90018-3; Wenzel UO, Hebert LA, Stahl RA, Krenz I. My doctor said I should drink a lot! Recommendations for fluid intake in patients with chronic kidney disease. Clin J Am Soc Nephrol. 2006;1(2):344-346. DOI:10.2215/CJN.01140905; Wilkesmann M, Steden S. Nichtwissen als Problem - "Ärzte machen keine Fehler". In: Wilkesmann M, Steden S, editors. Nichtwissen stört mich (nicht). Zum Umgang mit Nichtwissen in Medizin und Pflege. Wiesbaden: Springer Fachmedien; 2019. p.1-7. DOI:10.1007/978-3-658-22009-9_1; Woods NN. Science is fundamental: the role of biomedical knowledge in clinical reasoning. Med Educ. 2007;41(12):1173-1177. DOI:10.1111/j.1365-2923.2007.02911.x; Wübken M, Oswald J, Schneider A. Umgang mit diagnostischer Unsicherheit in der Hausarztpraxis [Dealing with diagnostic uncertainty in general practice]. Z Evid Fortbild Qual Gesundhwes. 2013;107(9-10):632-637. DOI:10.1016/j.zefq.2013.10.017; http://dx.doi.org/10.3205/zma001532; http://nbn-resolving.de/urn:nbn:de:0183-zma0015323; http://www.egms.de/en/journals/zma/2022-39/zma001532.shtml
Availability:
https://doi.org/10.3205/zma001532
https://doi.org/10.1111/j.1365-2923.2009.03546.x
https://doi.org/10.1007/978-1-4614-7966-6_5
https://doi.org/10.1016/j.amjmed.2008.01.001
https://doi.org/10.1152/advan.00030.2019
https://doi.org/10.1111/j.1551-6709.2011.01207.x
https://doi.org/10.3138/jvme.2019-0066
https://doi.org/10.1097/00001888-200308000-00003
https://doi.org/10.1186/1824-7288-38-40
https://doi.org/10.3758/MC.38.8.1087
Authors: Lottspeich, C, Braun, LT, Fischer, MR, Schmidmaier, R
Superior Title: GMS Journal for Medical Education; VOL: 38; DOC75 /20210415/
Subject Terms: curriculum development, internal medicine, ward rounds, simulation course, teaching methods, medical education, Curriculumsentwicklung, innere Medizin, Visite, Simulationskurs, Lehrmethoden, medizinische Ausbildung, ddc: 610
Relation: Bell C, Sawyer J. Junior doctors' perceptions of ward rounds. Future Hosp J. 2016;3(Suppl 2):s18.; Claridge A. What is the educational value of ward rounds? A learner and teacher perspective. Clin Med (Lond). 2011;11(6):558-562. DOI:10.7861/clinmedicine.11-6-558; Förtsch C, Sommerhoff D, Fischer F, Fischer MR, Girwidz R, Obersteiner A, Reiss K, Stürmer K, Siebeck M, Schmidmaier R, Seidel T, Ufer S, Wecker C, Neuhaus BJ. Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences. Educ Sci. 2018;8(4):207. DOI:10.3390/educsci8040207; Keller C, Arsenault S, Lamothe M, Bostan SR, O'Donnell R, Harbison J, Doherty CP. Patient safety ward round checklist via an electronic app: implications for harm prevention. Ir J Med Sci. 2018;187(3):553-559. DOI:10.1007/s11845-017-1687-8; Krishnamohan N, Maitra I, Shetty VD. The surgical ward round checklist: improving patient safety and clinical documentation. J Multidis Healthcare. 2019;12:789-794. DOI:10.2147/JMDH.S178896; Mueller S, Weichert N, Stoecklein V, Hammitzsch A, Pascuito G, Krug C, Holzer M, Pfeiffer M, Siebeck M, Schmidmaier R. Evaluation of effectiveness of instruction and study habits in two consecutive clinical semesters of the medical curriculum Munich (MeCuM) reveals the need for more time for self study and higher frequency of assessment. BMC Med Educ. 2011;11:62. DOI:10.1186/1472-6920-11-62; Nikendei C, Kraus B, Schrauth M, Briem S, Jünger J. Ward rounds: how prepared are future doctors? Med Teach. 2008;30(1):88-91. DOI:10.1080/01421590701753468; Nørgaard K, Ringsted C, Dolmans D. Validation of a checklist to assess ward round performance in internal medicine. Med Educ. 2004;38(7):700-707. DOI:10.1111/j.1365-2929.2004.01840.x; O'Hare JA. Anatomy of the ward round. Eur J Intern Med. 2008;19(5):309-313. DOI:10.1016/j.ejim.2007.09.016; Röcker N, Lottspeich C, Braun LT, Lenzer B, Frey J, Fischer MR, Schmidmaier R. Implementation of self-directed learning within clinical clerkships. GMS J Med Educ. 2021;38(2):Doc43. DOI:10.3205/zma001439; Schmelter V, Marz E, Adolf C, Wolfel TL, Lottspeich C, Fischer MR, Schmidmaier R. Ward rounds in internal medicine: Validation of an Entrustable Professional Activity (EPA) observation checklist. GMS J Med Educ. 2018;35(2):Doc17. DOI:10.3205/zma001164; Schmidmaier R, Eiber S, Ebersbach R, Schiller M, Hege I, Holzer M, Fischer MR. Learning the facts in medical school is not enough: which factors predict successful application of procedural knowledge in a laboratory setting? BMC Med Educ. 2013;13(1):28. DOI:10.1186/1472-6920-13-28; Sweet GS, Wilson HJ. A patient's experience of ward rounds. Pat Educ Couns. 2011;84(2):150-151. DOI:10.1016/j.pec.2010.08.016; Tariq M, Motiwala A, Ali SU, Riaz M, Awan S, Akhter J. The learners' perspective on internal medicine ward rounds: a cross-sectional study. BMC Med Educ. 2010;10:53. DOI:10.1186/1472-6920-10-53; Ten Cate O. Entrustability of professional activities and competency-based training. Med Educ. 2005;39(12):1176-1177. DOI:10.1111/j.1365-2929.2005.02341.x; Thomas PA, Kern DE, Hughes MT, Chen BY. Curriculum development for medical education: a six-step approach. Baltimore (MA): JHU Press; 2016.; Vietz E, März E, Lottspeich C, Wölfel T, Fischer MR, Schmidmaier R. Ward round competences in surgery and psychiatry - a comparative multidisciplinary interview study. BMC Med Educ. 2019;19(1):137. DOI:10.1186/s12909-019-1554-6; Weber H, Stöckli M, Nübling M, Langewitz WA. Communication during ward rounds in internal medicine. An analysis of patient-nurse-physician interactions using RIAS. Pat Educ Couns. 2007;67(3):343-348. DOI:10.1016/j.pec.2007.04.011; Wölfel T, Beltermann E, Lottspeich C, Vietz E, Fischer MR, Schmidmaier R. Medical ward round competence in internal medicine - an interview study towards an interprofessional development of an Entrustable Professional Activity (EPA). BMC Med Educ. 2016;16:174. DOI:10.1186/s12909-016-0697-y; http://dx.doi.org/10.3205/zma001471; http://nbn-resolving.de/urn:nbn:de:0183-zma0014719; http://www.egms.de/en/journals/zma/2021-38/zma001471.shtml
Availability:
https://doi.org/10.3205/zma001471
https://doi.org/10.3390/educsci8040207
https://doi.org/10.1007/s11845-017-1687-8
https://doi.org/10.2147/JMDH.S178896
https://doi.org/10.1186/1472-6920-11-62
https://doi.org/10.1111/j.1365-2929.2004.01840.x
https://doi.org/10.1016/j.ejim.2007.09.016
https://doi.org/10.3205/zma001439
https://doi.org/10.3205/zma001164
https://doi.org/10.1016/j.pec.2010.08.016
Authors: Bintaro, P, Schneidewind, S, Fischer, V
Superior Title: GMS Journal for Medical Education; VOL: 36; DOC56 /20191015/
Subject Terms: internal medicine, curriculum development, program structure, study success, medicine, Innere Medizin, Curriculumsentwicklung, Modellstudiengang, Studienerfolg, Medizin, ddc: 610
Relation: Bintaro P, Haller H, Just I, Fischer V. "The times are changing" - Bewertung eines Moduls im Modellstudiengang durch fünf aufeinander folgende Jahrgänge. Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Aachen, 27.-29.09.2012. Düsseldorf: German Medical Science GMS Publishing House; 2012. DocP128. DOI:10.3205/12gma026; Bundesministerium für Gesundheit. Achte Verordnung zur Änderung der Approbationsordnung für Ärzte. Berlin: Bundesministerium für Gesundheit; 1999.; Bundesministerium für Gesundheit. Neunte Verordnung zur Änderung der Approbationsordnung für Ärzte. Berlin: Bundesministerium für Gesundheit; 2002.; Fischer V, Bintaro P. Possibilities of student evaluation - revealing the impact of adjacent subject-specific modules on an integrative module. Poster auf der Association for Medical Education in Europe. The power to surprise! Annual AMEE Conference; Helsinki, 26. - 30.08.2017.; Fischer V. Ebenen der Evaluation eines modularisierten Studienganges. In: Rudinger G, Krahn B, Rietz C, editors. Evaluation und Qualitätssicherung von Forschung und Lehre im Bologna-Prozess. Applied Research in Psychology and Evaluation. Göttingen: Bonn University Press; 2008. p.163-176.; Fischer V, Dudzinska A, Just I. The impact of the program structure at Hannover Medical School on academic success in medical studies . GMS J Med Educ. 2018;35(2):Doc22. DOI:10.3205/zma001169; Fischer V. Die Einbindung von Patienten in die medizinische Ausbildung. GMS Z Med Ausbild. 2012;29(1):Doc13. DOI:10.3205/zma000783; Haller H, Fischer V. Bericht über den Stand der Realisierung des Modellstudienganges HannibaL. Hannover: Medizinische Hochschule Hannover; 2007.; Haller H, Fischer V. HannibaLs Elephant: Die Struktur der internistischen Ausbildung im Modellstudiengang. Jahrestagung der Gesellschaft für Medizinische Ausbildung - GMA. Hannover, 16.-18.11.2007. Düsseldorf: German Medical Science GMS Publishing House; 2007. Doc07gma78. Zugänglich unter/available from: http://www.egms.de/de/meetings/gma2007/07gma078.shtml; Haller H. Der patientenbasierte Modellstudiengang der Medizinischen Hochschule Hannover. In: Bitter-Suermann D, editor. Tagungsbericht des 71. ordentlichen Medizinischen Fakultätentages. Hannover: Medizinischer Fakultätentag; 2010.; Hartmann F. Entwicklung des klinischen Curriculums an der Medizinischen Hochschule Hannover. In: Hartmann F, Pflanz M, editors. Klinisches und Sozialwissenschaftliches Curriculum an der Medizinischen Hochschule Hannover. Hochschuldidaktische Materialien. Hamburg: Arbeitskreis für Hochschuldidaktik; 1971. p.1-47.; Heil K, Dudzinska A, Paulmann V, Fischer V. Einstellungen zum Modellstudiengang HannibaL aus Sicht der Lehrenden. Eine explorative Studie. In: Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Aachen, 27.-29.09.2012. Düsseldorf: German Medical Science GMS Publishing House; 2012. DocP121. DOI:10.3205/12gma018; HRK. Empfehlung zur Sicherung der Qualität von Studium und Lehre in Bachelor- und Masterstudiengängen. Bonn: Hochschulrektorenkonferenz; 2005.; Just I. Lehrbericht Medizin der Medizinischen Hochschule Hannover für das Studienjahr 2015/16. Hannover: Medizinische Hochschule Hannover; 2017.; Medizinische Hochschule Hannover. Studienordnung für den Modellstudiengang Medizin. Hannover: Medizinische Hochschule Hannover; 2005.; Medizinische Hochschule Hannover. Neue Studienordnung. Hannover: Medizinische Hochschule Hannover; 2003.; Medizinische Hochschule Hannover. Teilstudienordnung für den ersten und zweiten kllinischen Studienabschnitt des Studiengangs Medizin an der Medizinischen Hochschule Hannover. Hannover: Medizinische Hochschule Hannover; 2001.; Pabst R. Was wurde aus den Reformideen? Dtsch Ärztebl. 1990;87(37):A2691-2696.; Paulmann V, Fischer V, Just I. HannibaL - The Model Curriculum at Hannover Medical School: Targets, Implementation and Experiences. GMS J Med Educ. 2019;36(5):Doc57. DOI:10.3205/zma001265; Schneidewind S, Stiller S, Behrends M, Paulmann V, Fischer V, Potthoff A. Peer-Teaching of Basic Ultrasound Skills using a Flipped Classroom Concept - Experience from Hannover, Germany. Poster auf der Association for Medical Education in Europe. International Meeting; Barcelona, 30.08.-03.09.2016.; Zimmermann T, Wegscheider K, van den Bussche H. Der Ausbildungserfolg im Vergleich (I). Dtsch Ärztebl. 2006;103(25):A1732-1738.; http://dx.doi.org/10.3205/zma001264; http://nbn-resolving.de/urn:nbn:de:0183-zma0012646; http://www.egms.de/en/journals/zma/2019-36/zma001264.shtml
Availability:
https://doi.org/10.3205/zma001264
https://doi.org/10.3205/12gma026
https://doi.org/10.3205/zma001169
https://doi.org/10.3205/zma000783
https://doi.org/10.3205/12gma018
https://doi.org/10.3205/zma001265
http://nbn-resolving.de/urn:nbn:de:0183-zma0012646
http://www.egms.de/en/journals/zma/2019-36/zma001264.shtml
Authors: Schmelter, V, März, E, Adolf, C, Wölfel, TL, Lottspeich, C, Fischer, MR, Schmidmaier, R
Superior Title: GMS Journal for Medical Education; VOL: 35; DOC17 /20180515/
Subject Terms: entrustable professional activity, EPA, internal medicine ward round, observation checklist, validation study, Beobachtungs-Checkliste, Innere Medizin, Validierungsstudie, Visite, ddc: 610
Relation: Almutar S, Altourah L, Sadeq H, Karim J, Marwan Y. Medical and surgical ward rounds in teaching hospitals of Kuwait University: students' perceptions. Adv Med Educ Pract. 2013;4:189-193. DOI:10.2147/AMEP.S52096; Aukes LC, Geertsma J, Cohen-Schotanus J, Zwierstra RP, Slaets JP. The development of a scale to measure personal reflection in medical practice and education. Med Teach. 2007;29(2-3):177-182. DOI:10.1080/01421590701299272; Bortz J, Döring N. Forschungsmethoden und Evaluation für Human-und Sozialwissenschaftler. Heidelberg: Springer; 2006.; Castiglioni A, Shewchuk RM, Willett LL, Heudebert GR, Centor RM. A pilot study using nominal group technique to assess residents' perceptions of successful attending rounds. J Gen Intern Med. 2008;23(7):1060-1065. DOI:10.1007/s11606-008-0668-z; Chen HC, McNamara M, Teherani A, Cate OT, O'Sullivan P. Developing Entrustable Professional Activities for Entry Into Clerkship. Acad Med. 2016;91(2):247-255. DOI:10.1097/ACM.0000000000000988; Chen HC, van den Broek WE, ten Cate O. The case for use of entrustable professional activities in undergraduate medical education. Acad Med. 2015;90(4):431-436. DOI:10.1097/ACM.0000000000000586; Claridge A. What is the educational value of ward rounds? A learner and teacher perspective. Clin Med (Lond). 2011;11(6):558-562.; Dewey CM, Jonker G, Ten Cate O, Turner TL. Entrustable professional activities (EPAs) for teachers in medical education: Has the time come? Med Teach. 2017;39(8):894-896. DOI:10.1080/0142159X.2016.1270447; Fischer MR, Schauer S, Grasel C, Baehring T, Mandl H, Gartner R, Scherbaum W, Scriba PC. [CASUS model trial. A computer-assisted author system for problem-oriented learning in medicine]. Z Arztl Fortbild (Jena). 1996;90(5):385-389.; Ker J, Cantillon P, Ambrose L. Teaching on a ward round. BMJ. 2008;337:a1930. DOI:10.1136/bmj.a1930; Krautter M, Koehl-Hackert N, Nagelmann L, Junger J, Norcini J, Tekian A, Nikendei C. Improving ward round skills. Med Teach. 2014;36(9):783-788. DOI:10.3109/0142159X.2014.909585; Nikendei C, Kraus B, Schrauth M, Briem S, Junger J. Ward rounds: how prepared are future doctors? Med Teach. 2008;30(1):88-91. DOI:10.1080/01421590701753468; Norgaard K, Ringsted C, Dolmans D. Validation of a checklist to assess ward round performance in internal medicine. Med Educ. 2004;38(7):700-707.; O'Hare JA. Anatomy of the ward round. Eur J Intern Med. 2008;19(5):309-313. DOI:10.1016/j.ejim.2007.09.016; Oerlemans M, Dielissen P, Timmerman A, Ram P, Maiburg B, Muris J, van der Vleuten C. Should we assess clinical performance in single patient encounters or consistent behaviors of clinical performance over a series of encounters? A qualitative exploration of narrative trainee profiles. Med Teach. 2017;39(3):300-307. DOI:10.1080/0142159X.2017.1270427; Ramani S, Leinster S. AMEE Guide no. 34: Teaching in the clinical environment. Med Teach. 2008;30(4):347-364. DOI:10.1080/01421590802061613; Reeves S, Rice K, Conn LG, Miller KL, Kenaszchuk C, Zwarenstein M. Interprofessional interaction, negotiation and non-negotiation on general internal medicine wards. J Interprof Care. 2009;23(6):633-645. DOI:10.3109/13561820902886295; Roselle H, Gordon C, Steve J. Implementation of a considerative checklist to improve productivity and team working on medical ward rounds. Clin Gov. 2011;16(2):129-136.; Schuwirth L, Ash J. Assessing tomorrow's learners: in competency-based education only a radically different holistic method of assessment will work. Six things we could forget. Med Teach. 2013;35(7):555-559. DOI:10.3109/0142159X.2013.787140; Stalmeijer RE, McNaughton N, Van Mook WN. Using focus groups in medical education research: AMEE Guide No. 91. Med Teach. 2014;36(11):923-939. DOI:10.3109/0142159X.2014.917165; Sterkenburg A, Barach P, Kalkman C, Gielen M, ten Cate O. When do supervising physicians decide to entrust residents with unsupervised tasks? Acad Med. 2010;85(9):1408-1417. DOI:10.1097/ACM.0b013e3181eab0ec; Tariq M, Motiwala A, Ali SU, Riaz M, Awan S, Akhter J. The learners' perspective on internal medicine ward rounds: a cross-sectional study. BMC Med Educ. 2010;10:53. DOI:10.1186/1472-6920-10-53; Ten Cate O, Hart D, Ankel F, Busari J, Englander R, Glasgow N, Holmboe E, Iobst W, Lovell E, Snell LS, Touchie C, Van Melle E, Wycliffe-Jones K; International Competency-Based Medical Euducation Collaborators. Entrustment Decision Making in Clinical Training. Acad Med. 2016;91(2):191-198. DOI:10.1097/ACM.0000000000001044; ten Cate O. Entrustability of professional activities and competency-based training. Med Educ. 2005;39(12):1176-1177. DOI:10.1111/j.1365-2929.2005.02341.x; ten Cate O. Nuts and bolts of entrustable professional activities. J Grad Med Educ. 2013;5(1):157-158. DOI:10.4300/JGME-D-12-00380.1; ten Cate O, Scheele F. Competency-based postgraduate training: can we bridge the gap between theory and clinical practice? Acad Med. 2007;82(6):542-547. DOI:10.1097/ACM.0b013e31805559c7; Weber H, Stockli M, Nubling M, Langewitz WA. Communication during ward rounds in internal medicine. An analysis of patient-nurse-physician interactions using RIAS. Patient Educ Couns. 2007;67(3):343-348.; Weber H, Langewitz W. [The Basel standard for doctor's visits--chance for a successful interaction triad patient-doctor-nursing staff]. Psychother Psychosom Med Psychol. 2011;61(3-4):193-195. DOI:10.1055/s-0030-1266079; Wolfel T, Beltermann E, Lottspeich C, Vietz E, Fischer MR, Schmidmaier R. Medical ward round competence in internal medicine - an interview study towards an interprofessional development of an Entrustable Professional Activity (EPA). BMC Med Educ. 2016;16(1):174. DOI:10.1186/s12909-016-0697-y; http://dx.doi.org/10.3205/zma001164; http://nbn-resolving.de/urn:nbn:de:0183-zma0011649; http://www.egms.de/en/journals/zma/2018-35/zma001164.shtml
Availability:
https://doi.org/10.3205/zma001164
https://doi.org/10.2147/AMEP.S52096
https://doi.org/10.1080/01421590701299272
https://doi.org/10.1007/s11606-008-0668-z
https://doi.org/10.1097/ACM.0000000000000988
https://doi.org/10.1097/ACM.0000000000000586
https://doi.org/10.1136/bmj.a1930
https://doi.org/10.3109/0142159X.2014.909585
https://doi.org/10.1016/j.ejim.2007.09.016
https://doi.org/10.1080/01421590802061613
Authors: Harendza, S, Krenz, I, Klinge, A, Wendt, U, Janneck, M
Superior Title: GMS Journal for Medical Education; VOL: 34; DOC66 /20171115/
Subject Terms: analytical thinking, case presentation, clinical reasoning, cognitive errors, differential diagnosis, internal medicine, intuitive thinking, uncertainty, analytisches Denken, Denkfehler, Differentialdiagnose, Fallpräsentation, Innere Medizin, intuitives Denken, Unsicherheit, ddc: 610
Relation: Ark TK, Brooks, LR Eva KW. Giving learners the best of both worlds: do clinical teachers need to guard against teaching pattern recognition to novices? Acad Med. 2006;81(4):405-409. DOI:10.1097/00001888-200604000-00017; Biggs JB. Enhancing teaching through constructive alignment. Higher Educ. 1996;32:1-18. DOI:10.1007/BF00138871; Bordage G, Lemieux M. Semantic structures and diagnostic thinking of experts and novices. Acad Med. 1991;66(9 Suppl):S70-72. DOI:10.1097/00001888-199109000-00045; Bordage G. Elaborated knowledge: a key to successful diagnostic thinking. Acad Med. 1994;69(11):883-885. DOI:10.1097/00001888-199411000-00004; Celebi N, Weyrich P, Riessen R, Kirchhoff K, Lammerding-Köppel M. Problem-based training for medical students reduces common prescription errors: a randomised controlled trial. Med Educ. 2009;43(10):1010-1018. DOI:10.1111/j.1365-2923.2009.03452.x; Cooke S, Lemay JF. Transforming medical assessment: integrating uncertainty into the evaluation of clinical reasoning in medical education. Acad Med. 2017;92(6):746-751. DOI:10.1097/ACM.0000000000001559; Croskerry P. The importance of cognitive errors in diagnosis and strategies to minimize them. Acad Med. 2003;78(8):775-780. DOI:10.1097/00001888-200308000-00003; Croskerry P. A universal model of diagnostic reasoning. Acad Med. 2009;84(8):1022-1028. DOI:10.1097/ACM.0b013e3181ace703; Durning S, Artino AR Jr, Pangaro L, van der Vleuten CP, Schuwirth, L. Context and clinical reasoning: Understanding the perspective of the expert's voice. Med Educ. 2011;45(9):927-938. DOI:10.1111/j.1365-2923.2011.04053.x; Elstein AS, Schwartz A. Clinical problem solving and diagnostic decision making: selective review of the cognitive literature. BMJ. 2002;324(7339):729-732. DOI:10.1136/bmj.324.7339.729; Eva KW. What every teacher needs to know about clinical reasoning. Med Educ. 2005;39(1):98-106. DOI:10.1111/j.1365-2929.2004.01972.x; Eva KW, Cunnington JP, Reiter HI, Keane DR, Norman GR. How can I know what I don't know? Poor self assessment in a well-defined domain. Adv Health Sci Educ Theory Pract. 2004;9(3):211-224. DOI:10.1023/B:AHSE.0000038209.65714.d4; Freiwald T, Salimi M, Khaljani E, Harendza S. Pattern recognition as a concept for multiple-choice questions in a national licensing exam. BMC Med Educ. 2014;14:232. DOI:10.1186/1472-6920-14-232; Guerrasio J, Aagaard EM. Methods and outcomes for the remediation of clinical reasoning. J Gen Intern Med. 2014;29(12):1607-1614. DOI:10.1007/s11606-014-2955-1; Harendza S, Alofs L, Huiskes J, Wijnen-Meijer M. Ordering patterns for laboratory and radiology tests by students from different undergraduate medical curricula. BMC Med Educ. 2013;13:109. DOI:10.1186/1472-6920-13-109; Kadmon M, Strittmatter-Haubold V, Greifeneder R, Ehlail F, Lammerding-Köppel M. [The sandwich principle - introduction to learner-centred teaching/learning methods in medicine]. Z Evid Fortbild Qual Gesundhwes. 2008;102(10):628-633. DOI:10.1016/j.zefq.2008.11.018; Kahneman D. Schnelles Denken, langsames Denken. München: Siedler; 2012.; Kassirer JP, Wong JB, Kopelman RI. Learning Clinical Reasoning. 2nd ed. Baltimore: Lippincott Williams & Wilkins Health; 2010.; Kiesewetter J, Ebersbach R, Görlitz A, Holzer M, Fischer MR, Schmidmaier R. Cognitive problem solving patterns of medical students correlate with success in diagnostic case solutions. PLoS One. 2013;8(8):e71486. DOI:10.1371/journal.pone.0071486; Norman GR, Monteiro SD, Sherbino J, Ilgen JS, Schmidt HG, Mamede S. The causes of errors in clinical reasoning: cognitive biases, knowledge deficits, and dual process thinking. Acad Med. 2017;92(1):23-30. DOI:10.1097/ACM.0000000000001421; Piryani RM, Shankar PR, Piryani S, Thapa TP, Karki B, Khakurel MP, Bhandary S. Assessment of structured physical examination skills training using a retro-pre-questionnaire. J Educ Eval Health Prof. 2013;10:13. DOI:10.3352/jeehp.2013.10.13; Rylander M, Guerrasio J. Heuristic errors in clinical reasoning. Clin Teach. 2016;13(4):287-290. DOI:10.1111/tct.12444; Schmidt HG, Mamede S. How to improve the teaching of clinical reasoning: a narrative review and a proposal. Med Educ. 2015;49(10):961-973. DOI:10.1111/medu.12775; Schrauth M, Kowalski A, Weyrich P, Begenau J, Werner A, Zipfel S, Nikendei C. [Self-image, real physician's and ideal physician's image: a comparison of medical students 1981 and 2006]. Psychother Psychosom Med Psychol. 2009;59(12):446-453 DOI:10.1055/s-0029-1202343; Stieger S, Praschinger A, Kletter K, Kainberger F. Diagnostic grand rounds: A new teaching concept to train diagnostic reasoning. Eur J Radiol. 2011;78(3):349-352. DOI:10.1016/j.ejrad.2009.05.015; Van den Berge K, Mamede S. Cognitive diagnostic error in internal medicine. Eur J Intern Med. 2013;24(6):525-529. DOI:10.1016/j.ejim.2013.03.006; Wiese J, Varosy P, Tierney L. Improving oral presentation skills with a clinical reasoning curriculum: a prospective controlled study. Am J Med. 2002;112(3):212-218. DOI:10.1016/S0002-9343(01)01085-3; http://dx.doi.org/10.3205/zma001143; http://nbn-resolving.de/urn:nbn:de:0183-zma0011437; http://www.egms.de/en/journals/zma/2017-34/zma001143.shtml
Availability:
https://doi.org/10.3205/zma001143
https://doi.org/10.1007/BF00138871
https://doi.org/10.1097/00001888-199109000-00045
https://doi.org/10.1097/00001888-199411000-00004
https://doi.org/10.1111/j.1365-2923.2009.03452.x
https://doi.org/10.1097/ACM.0000000000001559
https://doi.org/10.1097/00001888-200308000-00003
https://doi.org/10.1097/ACM.0b013e3181ace703
https://doi.org/10.1111/j.1365-2923.2011.04053.x
https://doi.org/10.1136/bmj.324.7339.729
Authors: Stahn, B, Harendza, S
Superior Title: GMS Zeitschrift für Medizinische Ausbildung; VOL: 31; DOC45 /20141117/
Subject Terms: internal medicine, laboratory medicine, patient contact, postgraduate education, role model, Innere Medizin, Labormedizin, Patientenkontakt, ärztliche Weiterbildung, Vorbild, ddc: 610
Relation: Adkoli BV, Al-Umran KU, Al-Sheikh M, Deepak KK, Al-Rubaish AM. Medical students' perception of professionalism: a qualitative study from Saudi Arabia. Med Teach. 2011;33(10):840-845. DOI:10.3109/0142159X.2010.541535; Basco WTJr, Reigart RJ. When do medical students identify career-influencing physician role models? Acad Med. 2001;76(4):380-382. DOI:10.1097/00001888-200104000-00017; Buddeberg-Fischer B, Klaghofer R, Abel T, Buddeberg C. The influence of gender and personality traits on the career planning of Swiss medical students. Swiss Med Wkly. 2003;133(39-40):535-540.; Crabtree BF, Miller WL. Using codes and code manuals: a template organizing style of interpretation. In: Crabtree BF, Miller WL (Hrsg). Doing Qualitative Research. 2nd Edition. Thousand Oaks: Sage Publications; 1999. p.163-178.; Daniels VJ, Kassam N. Determinants of internal medicine residents' choice in the Canadian R4 fellowship match: a qualitative study. BMC Med Educ. 2011;11:44. DOI:10.1186/1472-6920-11-44; Dominiczak MH. Teaching and training laboratory professionals for the 21st century. Clin Chem Lab Med. 1998;36(3):133-136. DOI:10.1515/CCLM.1998.025; Dorsey ER, Jarjoura D, Rutecki GW. Influence of controllable lifestyle n recent trends in specialty choice by US medical students. JAMA. 2003;290(9):1173-1178. DOI:10.1001/jama.290.9.1173; Federici G, Bernardini S. The new Italian course of post-graduate education in laboratory medicine. Clin Chim Acta. 2008;393(1):31-32. DOI:10.1016/j.cca.2008.03.023; Fitzgibbons JP, Bordley DR, Berkowitz LR, Miller BW, Henderson MC. Redesigning residency education in internal medicine: a position paper from the Association of Program Directors in Internal Medicine. Ann Intern Med. 2006;144(12):920-926. DOI:10.7326/0003-4819-144-12-200606200-00010; Ford JC. If not, why not? Reasons why Canadian postgraduate trainees chose - or did not choose - to become pathologists. Hum Pathol. 2010;41(4):566-573. DOI:10.1016/j.humpath.2009.09.012; Glaser B, Strauss A. The Discovery of Grounded Theory. Chicago: Aldine; 1967.; Goldacre MJ, Goldacre R, Lambert TW. Doctors who considered but did not pursue specific specialties as careers: questionnaire surveys. J R Soc Med. 2012;105(4):166-176. DOI:10.1258/jrsm.2012.110173; Goldstein EA, Maestas RR, Fryer-Edwards K, Wenrich MD, Oelschlager AM, Baernstein A, Kimball HR. Professionalism in medical education: an institutional challenge. Acad Med. 2006:81(10):871-876. DOI:10.1097/01.ACM.0000238199.37217.68; Ho Ping Kong H, Robb K, Cleave-Hogg D, Evans K. Achievement of objectives: internal medicine fourth year clinical clerkship. Med Teach. 1991;13(1):29-37. DOI:10.3109/01421599109036754; Huddle TS, Heudebert GR. Internal medicine training in the 21st century. Acad Med. 2008;83(10):910-915. DOI:10.1097/ACM.0b013e3181850a92; Kiolbasse K, Miksch A, Hermann K, Loh A, Szecsenyi J, Joos S, Goetz K. Becoming a general practitioner - which factors have most impact on career choice of medical students? BMC Fam Pract. 2011;12:25. DOI:10.1186/1471-2296-12-25; Kolasinski SJ, Bass AR, Kane-Wanger GF, Libman BS, Sandorfi N, Utset T. Subspecialty choice: why did you become a rheumatologist? Arthritis Rheum. 2007;57(8):1546-1551. DOI:10.1002/art.23100; Kuhnigk O, Reissner V, Böthern AM, Biegler A, Jüptner M, Schäfer I, Harendza S. Criteria for the successful completion of medical dissertations - A multicenter study. GMS Z Med Ausbild. 2010;27(3):Doc45. DOI:10.3205/zma000682; Maiorova T, Stevens F, Scherpbier A, van der Zee J. The impact of clerkships on students' specialty preferences: what do undergraduates learn for their profession? Med Educ. 2008;42(6):554-562. DOI:10.1111/j.1365-2923.2008.03008.x; Märker-Hermann E. Science, medical education and promotion of young scholars in internal medicine. Dtsch Med Wochenschr. 2011;136(48):2453. DOI:10.1055/s-0031-1297264; Meyers FJ, Weinberger SE, Fitzgibbons JP, Glassroth J, Duffy FD, Clayton CP. Redesigning residency training in internal medicine: the consensus report of the Alliance for Academic Internal Medicine Education Redesign Task Force. Acad Med. 2007;82(12):1211-1219. DOI:10.1097/ACM.0b013e318159d010; Murinson B, Klick B, Haythornthwaite J, Shochet R, Levine R, Wright S. Formative experiences of emerging physicians: gauging the impact of events that occur during medical school. Acad Med. 2010;85(8):1331-1337. DOI:10.1097/ACM.0b013e3181e5d52a; Newton D, Grayson M, Thompson L. The variable influence of lifestyle and income on medical students' career specialty choices: data from two U.S. medical schools, 1998-2004. Acad Med. 2005;80(9):809-814. DOI:10.1097/00001888-200509000-00005; Paice E, Heard S, Moss F. How important are role models in making good doctors? BMJ. 2002;325(7366):707-710. DOI:10.1136/bmj.325.7366.707; Phillips SP, Clarke M. More than an education: the hidden curriculum, professional attitudes and career choice. Med Educ. 2012;46(9):887-893. DOI:10.1111/j.1365-2923.2012.04316.x; Pruskil S, Burgwinkel P, Georg W, Keil T, Kiessling C. Medical students' attitudes towards science and involvement in research activities: a comparative study with students from a reformed and a traditional curriculum. Med Teach. 2009;31(6):e254-e259. DOI:10.1080/01421590802637925; Schlitzkus LL, Schenarts KD, Schenarts PJ. Is your residency program ready for Generation Y? J Surg Educ. 2010;67(2):108-111. DOI:10.1016/j.jsurg.2010.03.004; Schwartz R, Haley J, Williams C, Jarecky RK, Strodel WE, Young B, Griffen WO Jr. The controllable lifestyle factor and students' attitudes about specialty selection. Acad Med. 1990;65(3):207-210. DOI:10.1097/00001888-199003000-00016; Steiner JF, Curtis P, Lanphear BP, Vu KO, Main DS. Assessing the role of influential mentors in the research development of primary care fellows. Acad Med. 2004;79(9):865-872. DOI:10.1097/00001888-200409000-00012; Sutkin G, Wagner E, Harris I, Schiffer R. What makes a good clinical teacher in medicine? A review of the literature. Acad Med. 2008;83(5):452-466. DOI:10.1097/ACM.0b013e31816bee61; Turner G, Lambert TW, Goldacre MJ, Barlow D. Career choices for obstetrics and gynaecology: national surveys of graduates of 1974-2002 from UK medical schools. BJOG. 2006;113(3):350-356. DOI:10.1111/j.1471-0528.2006.00848.x; Weinberger SE, Smith LG, Colliere VU; Education Committee of the American College of Physicians. Redesigning training for internal medicine. Ann Intern Med. 2006;144(12):927-932. DOI:10.7326/0003-4819-144-12-200606200-00124; http://dx.doi.org/10.3205/zma000937; http://nbn-resolving.de/urn:nbn:de:0183-zma0009374; http://www.egms.de/en/journals/zma/2014-31/zma000937.shtml
Availability:
https://doi.org/10.3205/zma000937
https://doi.org/10.3109/0142159X.2010.541535
https://doi.org/10.1186/1472-6920-11-44
https://doi.org/10.1515/CCLM.1998.025
https://doi.org/10.1001/jama.290.9.1173
https://doi.org/10.1016/j.cca.2008.03.023
https://doi.org/10.7326/0003-4819-144-12-200606200-00010
https://doi.org/10.1258/jrsm.2012.110173
https://doi.org/10.1097/01.ACM.0000238199.37217.68
https://doi.org/10.3109/01421599109036754
Authors: Weitz, G, Twesten, C, Hoppmann, J, Lau, M, Bonnemeier, H, Lehnert, H
Superior Title: GMS Zeitschrift für Medizinische Ausbildung; VOL: 29; DOC07 /20120215/
Subject Terms: procedural skills education, skills lab, needs assessment, internal medicine, survey, Skills-Training, Skiils Lab, praktische Fertigkeiten, Bedarfsanalyse, Innere Medizin, Umfrage, ddc: 610
Relation: Barsuk JH, Cohen ER, Feinglass J, McGaghie WC, Wayne DB. Use of simulation-based education to reduce catheter-related bloodstream infections. Arch Intern Med. 2009;169(15):1420-1423. DOI:10.1001/archinternmed.2009.215; Chen W, Liao SC, Tsai CH, Huang CC, Lin CC, Tsai CH. Clinical skills in final-year medical students: the relationship between self-reported confidence and direct observation by faculty or residents. Ann Acad Med Singapore. 2008;37(1):3-8.; Connick RM, Connick P, Klotsas AE, Tsagkaraki PA, Gkrania-Klotsas E. Procedural confidence in hospital based practitioners: implications for the training and practice of doctors at all grades. BMC Med Educ. 2009;9:2. DOI:10.1186/1472-6920-9-2; Fitch MT, Kearns S, Manthey DE. Faculty physicians and new physicians disagree about which procedures are essential to learn in medical school. Med Teach. 2009;31(4):342-347. DOI:10.1080/01421590802520964; Liddell MJ, Davidson SK, Taub H, Whitecross LE. Evaluation of procedural skills training in an undergraduate curriculum. Med Educ. 2002;36(11):1035-1041. DOI:10.1046/j.1365-2923.2002.01306.x; Lynagh M, Burton R, Sanson-Fisher R. A systematic review of medical skills laboratory training: where to from here? Med Educ. 2007;41(9):879-887. DOI:10.1111/j.1365-2923.2007.02821.x; Niemi-Murola L, Helenius I, Turunen J, Remes V. Graduating medical students and emergency procedure skill teaching in Finland--does a clinical skills centre make the difference? Med Teach. 2007;29(8):821-826. DOI: /10.1080/01421590701601568; Ogden PE, Cobbs LS, Howell MR, Sibbitt SJ, DiPette DJ. Clinical simulation: importance to the internal medicine educational mission. Am J Med. 2007;120(9):820-824. DOI:10.1016/j.amjmed.2007.06.017; Okuda Y, Bryson EO, DeMaria S Jr, Jacobson L, Quinones J, Shen B et al. The utility of simulation in medical education: what is the evidence? Mt Sinai J Med. 2009;76(4):330-343. DOI:10.1002/msj.20127; Smith CC, Huang GC, Newman LR, Clardy PF, Feller-Kopman D, Cho M et al. Simulation training and its effect on long-term resident performance in central venous catheterization. Simul Healthc. 2010;5(3):146-151. DOI:10.1097/SIH.0b013e3181dd9672; Turner SR, de Gara CJ. Medical students and recent graduates may disagree on the importance of procedural skills education. Med Teach. 2010;32(2):182.; Wu EH, Elnicki DM, Alper EJ, Bost JE, Corbett EC Jr, Fagan MJ, Mechaber AJ, Ogden PE, Sebastian JL, Torre DM. Procedural and interpretive skills of medical students: experiences and attitudes of fourth-year students. Acad Med. 2008;83(10 Suppl):S63-S67. DOI:10.1097/ACM.0b013e318183c5a7; http://dx.doi.org/10.3205/zma000777; http://nbn-resolving.de/urn:nbn:de:0183-zma0007777; http://www.egms.de/en/journals/zma/2012-29/zma000777.shtml
Availability:
https://doi.org/10.3205/zma000777
https://doi.org/10.1001/archinternmed.2009.215
https://doi.org/10.1186/1472-6920-9-2
https://doi.org/10.1080/01421590802520964
https://doi.org/10.1046/j.1365-2923.2002.01306.x
https://doi.org/10.1016/j.amjmed.2007.06.017
https://doi.org/10.1097/SIH.0b013e3181dd9672
https://doi.org/10.1097/ACM.0b013e318183c5a7
http://nbn-resolving.de/urn:nbn:de:0183-zma0007777
http://www.egms.de/en/journals/zma/2012-29/zma000777.shtml
Authors: Schmidt, A, Schwedler, A, Hahn, EG
Superior Title: GMS Zeitschrift für Medizinische Ausbildung; VOL: 27; DOC69 /20101115/
Subject Terms: mentor, mentor training, final-year-students, internal medicine, Praktisches Jahr, Mentorenschulung, Innere Medizin, ddc: 610
Relation: Böer A, Kaufmann R, Ochsendorf FR. Portfoliobasierte Ausbildung im Praktischen Jahr in der Dermatologie. Med Ausbild. 2001;18:143-147.; Challis M. AMEE Medical Education Guide No. 11 (revised): Portfolio-based learning and assessment in medical education. Med Teach.1999;21(4):370-385. DOI:10.1080/01421599979310; Donner-Banzhoff N, von Luckner A, Wilm S. Moderne Formen der Fortbildung. Dtsch Arztebl. 2005;102(12):A818-819.; Driessen E, van Tartwijk J, Vermunt JD, van der Vleuten CP. Use of Portfolios in early undergraduate medical training. Med Teach. 2003;25(1):14-19. DOI:10.1080/0142159021000061378; Driessen EW, van Tartwijk J, Overeem K, Vermunt JD, van der Vleuten CP. Conditions for successful reflective use of portfolios in undergraduate medical education. Med Educ. 2005;39(12):1230-1235. DOI:10.1111/j.1365-2929.2005.02337.x; Häcker TH. Portfolio als Instrument der Kompetenzdarstellung und reflexiven Lernprozesssteuerung. Hamburg: Berufs- und Wirtschaftspädagogik online; 2005. Zugänglich unter/available from: http://www.bwpat.de/ausgabe8/haecker_bwpat8.pdf.; Jackson VA, Palepu A, Szalacha L, Caswell C, Carr PL, Inui T. "Having the right chemistry": a qualitative study of mentoring in academic medicine. Acad Med. 2003;78(3):328-334. DOI:10.1097/00001888-200303000-00020; Sambunjak D, Straus SE, Marusic A. Mentoring in academic medicine: a systematic review. JAMA. 2006;296(9):1103-1115.; Sanders, John. The use of reflection in medical education: AMEE Guide No. 44. Med Teach. 2009;31(8):685-695. DOI:10.1080/01421590903050374; Schmidt A, Hahn E. Entwicklung und Implementierung eines portfolio-basierten Ausbildungsprogramms für das Tertial Innere Medizin des Praktischen Jahres. GMS Z Med Ausbild. 2009;26(1):Doc09. Zugänglich unter/available from: http://www.egms.de/static/de/journals/zma/2009-26/zma000601.shtml; Schrubbe KF. Mentorship: a critica component for professional growth and academic success. J Dent Educ. 2004;68(3):324-328.; Thorndyke LE, Gusic ME, Milner RJ. Functional mentoring: A practical approach with multilevel outcomes. J Contin Educ Health Prof. 2008;28(3):157-164. DOI:10.1002/chp.178; Wilkinson TJ, Challis M, Hobma SO, Newble DI, Parbooshingh JT, Sibbald RG, Wakeford R. The use of portfolios for assessment of the competence and performance of doctors in practice. Med Educ. 2002;36(10):918-924. DOI:10.1046/j.1365-2923.2002.01312.x; http://dx.doi.org/10.3205/zma000706; http://nbn-resolving.de/urn:nbn:de:0183-zma0007064; http://www.egms.de/en/journals/zma/2010-27/zma000706.shtml
Availability:
https://doi.org/10.3205/zma000706
https://doi.org/10.1080/01421599979310
https://doi.org/10.1080/0142159021000061378
https://doi.org/10.1111/j.1365-2929.2005.02337.x
https://doi.org/10.1097/00001888-200303000-00020
https://doi.org/10.1080/01421590903050374
https://doi.org/10.1002/chp.178
https://doi.org/10.1046/j.1365-2923.2002.01312.x
http://nbn-resolving.de/urn:nbn:de:0183-zma0007064
http://www.egms.de/en/journals/zma/2010-27/zma000706.shtml
Authors: Schmidmaier, R, Holzer, M, Angstwurm, M, Nouns, Z, Reincke, M, Fischer, MR
Superior Title: GMS Zeitschrift für Medizinische Ausbildung; VOL: 27; DOC70 /20101115/
Subject Terms: Evaluation, Progress Test, Internal Medicine, Knowledge Retention, Innere Medizin, erworbenes Wissen, ddc: 610
Relation: Basu S, Roberts C, Newble DI, Snaith M. Competence in the musculoskeletal system: assessing the progression of knowledge through an undergraduate medical course. Med Educ. 2004;38(12):1253-1260. DOI:10.1111/j.1365-2929.2004.02017.x; Bianchi F, Stobbe K, Eva K. Comparing academic performance of medical students in distributed learning sites: the McMaster experience. Med Teach. 2008;30(1):67-71. DOI:10.1080/01421590701754144; Blake JM, Norman GR, Keane DR, Mueller CB, Cunnington J, Didyk N. Introducing progress testing in McMaster University's problem-based medical curriculum: psychometric properties and effect on learning. Acad Med. 1996;71(9):1002-1007. DOI:10.1097/00001888-199609000-00016; Bundesministerium für Gesundheit. Approbationsordnung für Ärzte vom 27. Juni 2002. Bundesgesetzbl. 2002;Teil I(Nr.44).; Cheifetz RE, Phang PT. Evaluating learning and knowledge retention after continuing medical education course on total mesorectal excision for surgeons. Am J Surg. 2006;191(5):687-690. DOI:10.1016/j.amjsurg.2006.01.043; D'Eon MF. Knowledge loss of medical students on first year basic science courses at the university of Saskatchewan. BMC Med Educ. 2006;6:5. DOI:10.1186/1472-6920-6-5; Freeman A, van der Vleuten C, Nouns Z, Ricketts C. Progress testing internationally. Med Teach. 2010;32(6):451-455. DOI:10.3109/0142159X.2010.485231; Krebs R, Hofer R, Bloch R, Guibert JJ. Conversation et oubli des connaissances en biologie acquises pour le premier examen propedeutique de medicine. MEDUCS Bull Ass Suisse Educ Med. 1994;4:10-15.; Muijtjens AM, Schuwirth LW, Cohen-Schotanus J, Thoben AJ, van der Vleuten CP. Benchmarking by cross-institutional comparison of student achievement in a progress test. Med Educ. 2008;42(1):82-88. DOI:10.1111/j.1365-2923.2007.02896.x; Nouns ZM, Brauns K, HanflerS. Der Progress Test Medizin als Evaluationsinstrument. GMS Z Med Ausbild. 2005;22(4):Doc132. Zugänglich unter/available from: http://www.egms.de/static/de/journals/zma/2005-22/zma000132.shtml; Osterberg K, Kölbel S, Brauns K. Der Progress Test Medizin: Erfahrungen an der Charité Berlin. GMS Z Med Ausbild. 2006;23(3):Doc46. Zugänglich unter/available from: http://www.egms.de/static/de/journals/zma/2006-23/zma000265.shtml.; Peeraer G, De Winter BY, Muijtjens AM, Remmen R, Bossaert L, Scherpbier AJ. Evaluating the effectiveness of curriculum change. Is there a difference between graduating student outcomes from two different curricula? Med Teach. 2009;31(3):e64-e68. DOI:10.1080/01421590802512920; Ramsey PG, Carline JD, Inui TS, Larson EB, LoGerfo JP, Norcini JJ, Wenrich MD. Changes over time in the knowledge base of practicing internists. JAMA. 1991;266(8):1103-1107.; Rodriguez R, Campos-Sepulveda E, Vidrio H, Contreras E, Valenzuela F. Evaluating knowledge retention of third-year medical students taught with an innovative pharmacology program. Acad Med. 2002;77(6):574-577. DOI:10.1097/00001888-200206000-00018; Saffran M, Kennedy WB, Kelley PR. Retention of knowledge of pharmacology by U.S. and Canadian medical students. Trends Pharmacol Sci. 1982;3:461-463. DOI:10.1016/0165-6147(82)91235-4; Swanson DB, Case SM, Luecht RM, Dillon GF. Retention of basic science information by fourth year medical students. Acad Med. 1996;71(10 Suppl):S80-S82. DOI:10.1097/00001888-199610000-00051; Van Diest R, Van Dalen J, Bak M, Schruers K, Van der Vleuten C, Muijtjens A, Scherpbier A. Growth of knowledge in psychiatry and behavioural sciences in a problem-based learning curriculum. Med Educ. 2004;38(12):1295-1301. DOI:10.1111/j.1365-2929.2004.02022.x; Van der Veken J, Valcke M, De Maeseneer J, Schuwirth L, Derese A. Impact on knowledge acquisition of the transition from a conventional to an integrated contextual medical curriculum. Med Educ. 2009;43(7):704-713. DOI:10.1111/j.1365-2923.2009.03397.x; Watt ME. Retention of preclinical knowledge by clinical students. Med Educ. 1987;21(2):119-124. DOI:10.1111/j.1365-2923.1987.tb00677.x; http://dx.doi.org/10.3205/zma000707; http://nbn-resolving.de/urn:nbn:de:0183-zma0007072; http://www.egms.de/en/journals/zma/2010-27/zma000707.shtml
Availability:
https://doi.org/10.3205/zma000707
https://doi.org/10.1111/j.1365-2929.2004.02017.x
https://doi.org/10.1080/01421590701754144
https://doi.org/10.1097/00001888-199609000-00016
https://doi.org/10.1016/j.amjsurg.2006.01.043
https://doi.org/10.1186/1472-6920-6-5
https://doi.org/10.3109/0142159X.2010.485231
https://doi.org/10.1111/j.1365-2923.2007.02896.x
https://doi.org/10.1097/00001888-200206000-00018
https://doi.org/10.1016/0165-6147(82)91235-4
Authors: Kraus, B, Jünger, J, Schrauth, M, Weyrich, P, Herzog, W, Zipfel, S, Nikendei, C
Superior Title: GMS Zeitschrift für Medizinische Ausbildung; VOL: 24; DOC112 /20070523/
Subject Terms: final year students, logbooks, internal medicine, medical education, Logbuch, Praktisches Jahr, Medizinische Lehre, Innere Medizin, ddc: 610
Relation: Bürgi H , Bader C, Bloch R, Bosman F, Horn B, Im Hof V, Keel P, Spinas GA. Swiss Catalogue of Learning Objectives for Undergraduate Medical Training. Genf: Joint Conference of Swiss Medical Faculties (SMIFK); 2002. Zugänglich unter: http://www.smifk.ch/pdf/SLO_25_1_02.pdf.; Challis M. Portfolio-based learning and assessment in medical education. Med Teach. 1999;21(4):370-386.; Davis MH, Friedman Ben-David M, Harden RM, Howie P, Ker J, McGhee C, Pippard MJ, Snadden D. Portfolio assessment in medical students' final examinations. Med Teach. 2001;23(4):357-366.; Davis MH, Ponnamperuma GG. Portfolios, projects and dissertations. In: Dent JA, Harden RM, editors. A practical Guide for Medical Teachers. Edinburgh: Elselvier. 2005;346-356.; Dennick R. Case study 2: Use of logbooks. Med Educ. 2000;34(Suppl.1):66-68.; Dolmans D, Schmidt A, van der Beek J, Beintema M, Gerver WJ. Does a student log provide a means to better structure clinical education? Med Educ. 1999;33(2):89-94.; Hall D. Professional development portfolios for teachers and lecturers. Br J I Serv Educ. 1992;18:81-86.; Norcini JJ, Blank LL, Duffy FD, Fortna GS. The Mini-CEX: A Method for Assessing Clinical Skills. Ann Intern Med. 2003;138(6):476-481.; Norgaard K, Ringsted C, Dolmans D. Validation of a checklist to assess ward round performance in internal medicine. Med Educ. 2004;38(7):700-707.; Ochsendorf F, Böer A, Kaufmann R. Testatheft im Praktischen Jahr: Wunsch und Wirklichkeit. GMS Z Med Ausbild. 2005;22(4):Doc130.; Patil NG, Lee P. Interactive logbooks for medical students: are they useful? Med Educ. 2002;36(7):672-677.; Raghoebar-Krieger HMJ, Sleijfer D, Bender W, Stewart RE, Popping R. The reliability of logbook data of medical students: an estimation of interobserver agreement, sensitivity and specicity. Med Educ. 2001;35(7):624-631.; Remmen R, Denekens J, Scherpier A, Hermann I, van der Vleuten C, Van Royen P, Bossaert L. An evaluation study of the didactiv qualtity of clerkships. Med Educ. 2000;34(7):460-464.; Remmen R, Denekens J, Scherpbier A, van der Vleuten C, Hermann I, Van Puymbroeck H, Bossaert L. Evaluation of skills training during clerkships using student focus groups. Med Teach. 1998;20:428-431.; Steiner T, Jünger J, Schmidt J, Bardenheuer H, Kirschfink M, Kadmon M, Schneider G, Seller H, Sonntag HG. HEICUMED: Heiderberger Curriciulum Medicinale - Ein modularer Reformstudiengang zur Umsetzung der neuen Approbationsordnung. Med Ausbild. 2003;20:87-90.; van der Hem-Stokroos HH, Scherpbier A, van der Vleuten C, de Vries H, Haarman HJ. How effective is a clerkship as a learning environment? Med Teach. 2001;23(6):599-604.; Wimmers PF, Schmidt HG, Splinter TA. Influence of clerkship experiences on clinical competence. Med Educ. 2006;40(5):450-458.; Wray NP, Friedland JA, Ashton CM, Scheurich J, Zollo AJ. Characteristics of house staff work rounds on two academic general medicine services. J Med Educ. 1986;61(11):893-900.; http://www.egms.de/en/journals/zma/2007-24/zma000406.shtml
Superior Title: GMS Zeitschrift für Medizinische Ausbildung; VOL: 24; DOC148 /20070815/
Subject Terms: revision course, internal medicine, examination, Luebeck, Repetitorium, Hammerexamen, Innere Medizin, Prüfungsvorbereitung, Lübeck, ddc: 610
Relation: Bundesministerium für Gesundheit. Approbationsordnung für Ärzte von 27. Juni 2002. Bonn: Bundesgesetzblatt. 2002;1(44). Zugänglich unter: http://www.gesetze-im-internet.de/bundesrecht/_appro_2002/gesamt.pdf.; Kühn J, Westermann J. Praktisches Jahr: Zwischen Patientenwohl und "Hammerexamen". Dtsch Arztebl. 2006;103(24):A 1654-1656.; http://www.egms.de/en/journals/zma/2007-24/zma000442.shtml
Authors: Jünger, J, Schellberg, D, Nikendei, C
Superior Title: GMS Zeitschrift für Medizinische Ausbildung; VOL: 23; DOC51 /20060815/
Subject Terms: Medical education, self-assessment, internal medicine, OSCE, clinical skills, student coucnselling, Medizinische Ausbildung, Selbstwirksamkeit, Innere Medizin, klinische Basisfertigkeiten, studentische Beratung, ddc: 610
Relation: Bandura A. Perceived self-efficacy in cognitive development and functioning. Educ Psychol 1993;28(2):117-148.; Barnsley L, Lyon PM, Ralston SJ, Hibbert EJ, Cunningham I, Gordon FC, Field MJ. Clinical skills in junior medical officers: a comparison of self-reported confidence and observed competence. Med Educ. 2004;38(4):358-367.; Fitzgerald JT, White CB, Gruppen LD. A longitudinal study of self-assessment accuracy. Med Educ. 2003 Jul;37(7):645-649.; Jünger J, Schellberg D, Benkowitsch M, Schäfer S, Zeuch A, Roth C, Nikendei C, Müller T, Auler B, Herzog W. Influence of a reformed curriculum in internal medicine on self-efficacy in clinical skills of medical students. Lissabon: Association for Medical Education in Europe (AMEE). 2002:p. 4.6.; Mavis B. Self-Efficacy and OSCE Performance Among Second Year Medical Students. Adv Health Sci Educ Theory Pract. 2001;6(2):93-102.; Nikendei C, Jünger J. OSCE - praktische Tipps zur Implementierung einer klinisch-praktischen Prüfung. GMS Z Med Ausbild. 2006;23(3): Doc.46.; Nikendei C, Schilling T, Nawroth P, Hensel M, Ho AD, Schwenger V, Zeier M, Herzog W, Schellberg D, Katus HA, Dengler T, Stremmel W, Müller M, Jünger J. Integriertes Skills-Lab-Konzept für die studentische Ausbildung in der Inneren Medizin. Dtsch Med Wochenschr. 2005;130(8):1133-1138.; Probert CS, Cahill DJ, McCann GL, Ben-Shlomo Y. Traditional finals and OSCEs in predicting consultant and self-reported clinical skills of PRHOs: a pilot study. Med Educ. 2003;37(7):597-602.; Seller H. Die Studienreform an der Medizinischen Fakultät Heidelberg: Einführung des neuen klinischen Curriculums Heicumed. Med Ausbild 2003;20:39-42.; Sonntag HG. Heidelberg als Vorreiter. Dtsch Arztebl. 2003;7:337.; Steiner T, Jünger J, Schmidt J, Bardenheuer H, Kirschfink M, Kadmon M, Schneider G, Seller H, Sonntag HG. HEICUMED: Heidelberger Curriculum Medicinale - Ein modularer Reformstudiengang zur Umsetzung der neuen Approbationsordnung. Med Ausbild. 2003;20:87-91.; http://www.egms.de/en/journals/zma/2006-23/zma000270.shtml
Authors: Kraus, B, Briem, S, Jünger, J, Schrauth, M, Weyrich, P, Herzog, W, Zipfel, S, Nikendei, C
Superior Title: GMS Zeitschrift für Medizinische Ausbildung; VOL: 23; DOC70 /20061115/
Subject Terms: final year students, trainings, internal medicine, medical education, communication training, Praktisches Jahr, Schulungen, Innere Medizin, Medizinische Lehre, Kommunikationstraining, ddc: 610
Relation: Allen DW, Ryan KA, Zifreund W. Einüben von Lehrhandeln in Micro-Teaching-Settings. Microteach. 1974;2:57-61.; Barrows HS. An overview of the uses of standardized patients for teaching and evaluating clinical skills. Acad Med. 1993;68(6):443-453.; Bloomfield L, Harris P, Hughes C. What do students want? The types of learning activities preferred by final year medical students. Med Educ. 2003;37(2):110-118.; Bundesministerium für Gesundheit. Approbationsordnung für Ärzte. Bundesgesetzbl. 2002;Teil I Nr. 44:2405-2435.; Deutscher Bundestag. Gesetz zur Änderung der Bundesärzteordnung und anderer Gesetze. Bundesgesetzbl. 2004;Teil I Nr. 38:1776-1790.; Donabedian A. The Criteria and Standards of Quality. Ann Arbor, Michigan: Health Administration; 1982.; Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002;287(2):226-235.; Jünger J, Schäfer S, Roth C, Schellberg D, Friedman Ben-David M, Nikendei C. Effects of basic clinical skills training on objective structured clinical examination performance. Med Educ. 2005;39(10):1015-1020.; Jünger J, Köllner V. Integration eines Kommunikationstrainings in die klinische Lehre. Beispiele aus den Reformstudiengängen der Universitäten Heidelberg und Dresden. Psychother Psychosom Med Psychol. 2003;53(2):56-64.; Knoll J. Kurs- und Seminarmethoden. Ein Trainingsbuch zur Gestaltung von Kursen und Seminaren, Arbeits- und Gesprächskreisen. Weinheim: Beltz; 1997.; McManus IC, Vincent CA, Thom S, Kidd J. Teaching communication skills to clinical students. BMJ. 1993;306(6888):1322-1327.; Nørgaard K, Ringsted C, Dolmans D. Validation of a checklist to assess ward round performance in internal medicine. Med. Educ. 2004;38(7):700-707.; Pareto V. Cours d'économie politique professé à l'université de Lausanne. Lausanne: F. Rouge; Paris: Pichon; [etc. etc. ]; 1896-97.; Remmen R, Denekens J, Scherpbier A, Hermann I, van der Vleuten C, Royen PV, Bossaert L. An evaluation study of the didactic quality of clerkships. Med Educ. 2000;34(6):460-464.; Remmen R, Derese A, Scherpbier A, Denekens J, Hermann I, van der Vleuten C, Van Royen P, Bossaert L. Can medical schools rely on clerkships to train students in basic clinical skills?. Med Educ. 1999;33(8):600-605.; Schröder KT. Kritik an der Abschlussprüfung in der neuen Approbationsordnung für Ärzte unberechtigt. Bonn: Bundesministerium für Gesundheit; 2002. Zugänglich unter: http://www.bmg.bund.de/nn_600228/DE/Presse/Pressemitteilungen/Archiv/Presse-BMG-2002/PM-16-01-2002-8619,param=.html.; Seiwert LJ. Das neue 1x1 des Zeitmanagements. München: Gräfe und Unzer Verlag; 2003.; Seller H. Die Studienreform an der Medizinischen Fakultät Heidelberg: Einführung des neuen klinischen Curriculums Heicumed. Med Ausbild. 2003;20:39-42.; Sonntag HG. Heidelberg als Vorreiter. Dtsch Arztebl. 2003;7:337.; Steiner T, Jünger J, Schmidt J, Bardenheuer H, Kirschfink M, Kadmon M, Schneider G, Seller H, Sonntag HG. HEICUMED: Heidelberger Curriculum Medicinale - Ein modularer Reformstudiengang zur Umsetzung der neuen Approbationsordnung. Med Ausbild. 2003;20:87-91.; Towle A, Hoffman J. An advanced communication skills course for fourth-year, post-clerkship students. Acad Med. 2002;77(11):1165-1166.; van der Hem-Stokroos HH, Scherpbier AJ, van der Vleuten CP, de Vries H, Haarman HJ. How effective is a clerkship as a learning environment? Med Teach. 2001;23(6):599-604.; Weyrich P, Schrauth M, Kraus B, Nikendei C, Riessen R, Zipfel S. Final-year medical education: mapping out an improvement strategy by focus groups. Amsterdamm: Association for Medical Education in Europe (AMEE); 2005.; http://www.egms.de/en/journals/zma/2006-23/zma000289.shtml