scholarly journals Chirurgische Aufklärung: Klar geregelt durch das Patientenrechtegesetz – deutliche Unsicherheit bei Medizinstudierenden

2021 ◽  
Author(s):  
R. J. Seemann ◽  
◽  
P. Melcher ◽  
C. Eder ◽  
J. Deckena ◽  
...  
Keyword(s):  
Multiple Choice ◽  
Progress Test ◽  
Statistische Auswertung

Zusammenfassung Hintergrund Das chirurgische Aufklärungsgespräch stellt eine komplexe Herausforderung dar und ist als Lernziel im Nationalen Kompetenzbasierter Lernzielkatalog Medizin verankert. Die wenigen bestehenden Lehrformate sind uneinheitlich und aufwändig; insbesondere juristische Implikationen nehmen im Studium wenig Raum ein, obwohl sie mit Inkrafttreten des Patientenrechtegesetzes vermehrt in den Fokus gerückt sind und u. a. bei Regressverfahren eine wichtige Rolle spielen. Ziel der Arbeit Ziel war eine Ermittlung des Wissensstandes von Medizinstudierenden zu den rechtlichen Aspekten des chirurgischen Aufklärungsgespräches auf Basis einer juristischen Analyse des Patientenrechtegesetzes. Dieses wurde auf Implikationen für die Lehre im Medizinstudium überprüft. Material und Methoden Nach Analyse von Gesetz und Rechtsprechung wurden Multiple-Choice-Fragen zu den rechtlichen Aspekten des chirurgischen Aufklärungsgespräches erstellt und im Sinne einer Querschnittsanalyse im Progress Test Medizin platziert. Es erfolgte die deskriptive statistische Auswertung der Ergebnisse bei Berliner Medizinstudierenden. Ergebnisse Es wurden die Antworten von 2625 (Wintersemester 2018/19) und 2409 (Sommersemester 2019) Berliner Studierenden ausgewertet. Bei den Fragen zur Art aufzuklärender Prozeduren sowie der Bedenkzeit nahm die Anzahl Studierender, die die Frage korrekt beantwortete, über die Zeit zu, erreichte jedoch nicht den Vergleichswert aller Fragen des Progress Test Medizin. Bei den Fragen zu den notwendigen Inhalten wählten, unabhängig vom Ausbildungsstand, zwischen 30 und 60 % die korrekte Antwort, eine Zunahme korrekter Antworten über die Zeit war nicht zu sehen. Diskussion In der vorliegenden Arbeit konnte gezeigt werden, dass bei Medizinstudierenden über alle Semester hinweg Unsicherheiten bezüglich der juristischen Aspekte des Aufklärungsgespräches bestehen. Der gesetzliche Rahmen lässt allerdings Raum für neue Lehrformate wie der hier erstmals vorgestellten „Co-Aktion“: der Studierende führt die Aufklärung eines Patienten selbstständig, unter Aufsicht und Verantwortung des behandelnden Arztes, durch.

scholarly journals Relationship between performance on the progress test and selection for medical residency

2019 ◽  
Author(s):  
Ricardo Correa Ferreira ◽  
Paulo Eduardo Neves Ferreira Velho ◽  
Angélica Maria Bicudo ◽  
Silvia Maria Riceto Ronchim Passeri
Keyword(s):  
Strong Correlation ◽  
Selection Process ◽  
Multiple Choice ◽  
Performance Level ◽  
Choice Test ◽  
Medical Residency ◽  
Multiple Choice Test ◽  
Progress Test ◽  
Undergraduate Program ◽  
Average Performance

Abstract Background The Progress Test (PT) is a formative evaluation used to analyze student progress throughout medical undergraduate studies. Further, classificatory summative assessments are carried out by medical graduates worldwide, either to acquire a practicing license or to obtain a vacancy in the Medical Residency (MR) selection processes. We aimed to identify whether performance in the PT is related to the performance in the MR selection process. Methods The physicians who attended and graduated from a public university in the state of São Paulo, Brazil, between 2011 and 2014 were assessed on the basis of voluntary participation in the PT throughout their undergraduate program, performance in the PT in their last year, performance in the multiple-choice test of the MR and convocation in the first classificatory list, and approval for the MR selection. Descriptive statistics and comparison of scores were performed using the Student t-test for independent and paired samples and the Pearson correlation coefficient. Results Of the 424 students, 374 had participated in the PTs throughout their undergraduate program and in the MR selection process. These graduates performed better in PT than the 22 who did not go on to MR (p < 0.05). The students who participated in all PT throughout their undergraduate program demonstrated superior performance in MR than those 22 who did not participate regularly (p < 0.0001). Among the 374 trainees, the average performance level for the PT was lower than that for the multiple-choice, both overall (p < 0.05) and separately by year (p < 0.0001); moreover, there was a strong correlation between PT performance and performance on the multiple-choice. There was greater approval in MR among graduates whose mean score on the multiple-choice test was above the mean score in PT (p < 0.0001). Conclusions PT performance was related to performance in the MR selection process for the study period; there was a strong correlation between student performance in the PT and multiple-choice test in MR. Students with multiple-choice test results for MR that were below the average performance level in the PT were less frequently approved in the MR selection process.

Use of the NBME Comprehensive Basic Science Examination as a progress test in the preclerkship curriculum of a new medical school

2014 ◽  
Vol 38 (4) ◽  
pp. 315-320 ◽  
Author(s):  
Teresa R. Johnson ◽  
Mohammed K. Khalil ◽  
Richard D. Peppler ◽  
Diane D. Davey ◽  
Jonathan D. Kibble
Keyword(s):  
Medical School ◽  
Basic Science ◽  
External Validation ◽  
Multiple Choice ◽  
The United States ◽  
Progress Test ◽  
Formal Curriculum ◽  
Usmle Step 1 ◽  
Usmle Step ◽  
Over Time

In the present study, we describe the innovative use of the National Board of Medical Examiners (NBME) Comprehensive Basic Science Examination (CBSE) as a progress test during the preclerkship medical curriculum. The main aim of this study was to provide external validation of internally developed multiple-choice assessments in a new medical school. The CBSE is a practice exam for the United States Medical Licensing Examination (USMLE) Step 1 and is purchased directly from the NBME. We administered the CBSE five times during the first 2 yr of medical school. Student scores were compared with scores on newly created internal summative exams and to the USMLE Step 1. Significant correlations were observed between almost all our internal exams and CBSE scores over time as well as with USMLE Step 1 scores. The strength of correlations of internal exams to the CBSE and USMLE Step 1 broadly increased over time during the curriculum. Student scores on courses that have strong emphasis on physiology and pathophysiology correlated particularly well with USMLE Step 1 scores. Student progress, as measured by the CBSE, was found to be linear across time, and test performance fell behind the anticipated level by the end of the formal curriculum. These findings are discussed with respect to student learning behaviors. In conclusion, the CBSE was found to have good utility as a progress test and provided external validation of our new internally developed multiple-choice assessments. The data also provide performance benchmarks both for our future students to formatively assess their own progress and for other medical schools to compare learning progression patterns in different curricular models.

scholarly journals Relationship between performance on the progress test and selection for medical residency

2019 ◽  
Author(s):  
Ricardo Correa Ferreira ◽  
Paulo Eduardo Neves Ferreira Velho ◽  
Angélica Maria Bicudo ◽  
Silvia Maria Riceto Ronchim Passeri
Keyword(s):  
Strong Correlation ◽  
Selection Process ◽  
Multiple Choice ◽  
Performance Level ◽  
Choice Test ◽  
Medical Residency ◽  
Multiple Choice Test ◽  
Progress Test ◽  
Undergraduate Program ◽  
Average Performance

Abstract Background: The Progress Test (PT) is a formative evaluation used to analyze student progress throughout medical undergraduate studies. Further, classificatory summative assessments are carried out by graduates of medical programs worldwide, either to acquire a practicing license or to obtain a vacancy in the Medical Residency (MR) selection processes. We aimed to identify whether PT performance is related to performance in the MR selection process. Methods: Physicians who attended and graduated from a public university in the state of São Paulo, Brazil, between 2011 and 2014 were assessed on the basis of voluntary participation in the PTs throughout their undergraduate program, performance in the PT in their last year, performance in the multiple-choice test of MR, convocation in the first classificatory list, and approval for the MR selection. Descriptive statistics and comparison of scores were performed using student’s t-test for independent and paired samples and the Pearson correlation coefficient. Results: Of the 424 students, 374 participated in the PTs throughout their undergraduate program and in the MR selection process. These graduates performed better in the PT than the 22 who did not go on to MR (p < 0.05). Students who participated in all the PTs throughout their undergraduate program demonstrated superior performance in MR than those 22 who did not participate regularly (p < 0.0001). Among the 374 trainees, the average performance level for the PT was lower than that for their multiple-choice test for MR, both overall (p < 0.05) and separately by year (p < 0.0001); moreover, there was a strong correlation between PT performance and performance on the multiple-choice test. There was greater approval in MR among graduates whose mean score on the multiple-choice test was above that in the PT (p < 0.0001). Conclusions: PT performance was related to performance in the MR selection process for the study period; there was a strong correlation between student performance in the PT and the multiple-choice test in MR. Students with multiple-choice test results for MR that were below the average performance level in the PT were less frequently approved in the MR selection process.

Nonrestricted multiple-choice examination items

1982 ◽  
Vol 46 (8) ◽  
pp. 485-488
Author(s):  
R Kolstad ◽  
P Goaz ◽  
R Kolstad
Keyword(s):  
Multiple Choice

Stuttering-Related Podcasts: Audio-Based Self-Help for People Who Stutter

2020 ◽  
Vol 5 (5) ◽  
pp. 1131-1138
Author(s):  
Lauren E. Dignazio ◽  
Megan M. Kenny ◽  
Erik X. Raj ◽  
Kyle D. Pelkey
Keyword(s):  
Support Groups ◽  
Support Group ◽  
Online Survey ◽  
Multiple Choice ◽  
Speech Language Pathologists ◽  
Group Leaders ◽  
Self Help ◽  
Group Members

Purpose It is known that people who stutter (PWS) benefit from self-help experiences, such as attending support groups or conferences. However, limited research has been done to explore the listening of stuttering-related podcasts as a form of self-help for PWS. This study seeks to understand the reasons why PWS listen to stuttering-related podcasts and provide descriptions of their listening experiences. Method Thirty-three PWS who have listened to stuttering-related podcasts were recruited to participate in an online survey that included multiple-choice and open-ended questions. Responses were analyzed and grouped into descriptive themes. Results Participants reported listening to stuttering-related podcasts as a way to gain information and perspective. They also reported experiences that fit themes of empowerment and camaraderie, as a result of listening. Conclusions Stuttering-related podcasts seem to be a positive self-help tool for PWS. Stuttering support group leaders and/or speech-language pathologists may consider introducing their group members or clients who stutter to this type of audio-based self-help experience.

A Developmental Study of Intonation Recognition

1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew
Keyword(s):  
Significant Interaction ◽  
Multiple Choice ◽  
Semantic Content ◽  
First Grade ◽  
Choice Test ◽  
Developmental Study ◽  
Multiple Choice Test ◽  
The Third ◽  
Matching Test ◽  
Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

Development of a Multiple-Choice Test of Lipreading

1967 ◽  
Vol 10 (3) ◽  
pp. 565-569 ◽  
Author(s):  
Kenneth G. Donnelly ◽  
William J. A. Marshall
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test

Prüfen mit Multiple Choice

2019 ◽  
Author(s):  
René Krebs
Keyword(s):  
Multiple Choice
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