A5043717451- Innovations in Medical Education
- Medical Education and Admissions
- Patient-Provider Communication in Healthcare
- Clinical Reasoning and Diagnostic Skills
- Health and Medical Research Impacts
- Child and Adolescent Health
- Empathy and Medical Education
- Interprofessional Education and Collaboration
- Health and Medical Studies
- Cancer Risks and Factors
- Problem and Project Based Learning
- Musculoskeletal Disorders and Rehabilitation
- Advances in Oncology and Radiotherapy
University of Tübingen
2017-2018
Communication skills are essential in a patient-centred health service and therefore medical teaching. Although significant differences communication behaviour of male female students known, gender the performance still under-reported. The aim this study was to analyse context an OSCE exam (OSCE = Objective Structured Clinical Examination).In longitudinal trend based on seven semester-cohorts, it analysed if there students' skills. (self-perception) standardized patients (SP) (external...
Abstract Background As good communication skills are crucial for doctor-patient interactions, it is recommended to incorporate them in medical school programs from the very beginning. On this basis schools Germany introduced OSCE (objective structured clinical examination) examine and by foster learning of as assessment drives learning. The aim study was development students during an investigate how competence has developed between different student cohorts. Methods This a longitudinal...
Objectives: Internationally, scientific and research-related competencies need to be sufficiently targeted as core outcomes in many undergraduate medical curricula. Since 2015, standards have been recommended for Germany the National Competency-based Learning Objective Catalogue Medicine (NKLM). The aim of this study is develop a multi-center mapping approach curricular benchmarking against national other faculties.Method: A total 277 faculty members from four German faculties mapped local...
Objectives: Transition to competency-based medical education is a highly challenging endeavor. Students, teachers and institutions need curricular transparency for understanding the build-up of competencies in terms coverage, sequence consistence learning objectives assessment. The project aim was develop implement web-based interactive platform curriculum mapping, diagnostics, development. tool should be transferable other faculties allow description visualization curricula comparison given...
Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough locally grown examination formats reviewed for appropriateness coverage competences. The necessary curricular transparency is best achieved by...
Objective: After adoption of the National Competency-based Learning Objectives Catalogue in Medicine [Nationaler Kompetenzbasierter Lernzielkatalog Medizin, NKLM], German medical faculties are asked to test learning obejctives recorded it and evaluate them critically. The require curricular transparency for competence-oriented transition present curricula, which is best achieved by systematic curriculum mapping comparison NKLM. Based on this inventory, curricula can be further developed...
The German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) being adopted in 2015 is designed to contribute improve the quality of teaching and learning medicine with respect competence orientation. For departments, coherence between teaching, assessment content catalogues exam-relevant topics (GK) a crucial factor. Before making use NKLM seriously curricular development, many faculties demand more transparency regarding representation GK what aspects...
Die EU-Richtlinie 2013/55 fordert zur Akademisierung der Hebammenausbildung auf, um Hebammen für die komplexer werdenden Anforderungen in Begleitung von Schwangerschaften zu befähigen. Deutschlandweit finden sich kaum entsprechende universitär verankerte Qualifizierungsangebote. Vor dem Hintergrund des ansteigenden Alters werdender Mütter mit zunehmender Komorbidität kommen im Rahmen Schwangerschafts- und Geburtsbegleitung auf vermehrt Aufgaben zu, erweiterte Kompetenzen auch Bezug...
Die EU-Richtlinie 2013/55 fordert zur Akademisierung der Hebammenausbildung auf, um Hebammen für die komplexer werdenden Anforderungen in Begleitung von Schwangerschaften zu befähigen. Deutschlandweit finden sich kaum entsprechende universitär verankerte Qualifizierungsangebote. Vor dem Hintergrund des ansteigenden Alters werdender Mütter mit zunehmender Komorbidität kommen im Rahmen Schwangerschafts- und Geburtsbegleitung auf vermehrt Aufgaben zu, erweiterte Kompetenzen auch Bezug...