GMS journal for medical education
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Background: Postgraduate training curricula should not be based on time-spans or predefined numbers of performed procedures. One approach to link competencies to clinical tasks is the concept of Entrustable Professional Activities (EPA). The goal of this study was the definition, ranking and validation of EPAs for anaesthesiology postgraduate training and the creation of an anaesthesiologic core curriculum. ⋯ Agreement with the previously defined set of EPAs was 73.3%. Conclusion: This study provides a further step in transforming postgraduate anaesthesiology training into a more contemporary approach. Other studies are necessary to complete and amend the presented core curriculum of EPA based postgraduate anaesthesiology training.
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Objective: The elective subject "career management for medical students" is presented as an example of teaching gender sensitivity issues among medical studies at Leipzig University. The project report shows the interim results of promoting gender-sensitive teaching at the Medical Faculty of Leipzig University, as well as the elective's contribution to the development of gender sensitivity at the entire university. Method: Project Description and Results show the organization/procedure, participants and detailed contents of the elective since it began in Winter Term 2010/11. ⋯ The elective is part of a cycle promoting gender equality at Leipzig University. Conclusion: The elective initiates and continues the implementation of gender-sensitive teaching at the Medical Faculty of Leipzig University. The management of the elective aims at the permanent establishment of the subject in the curriculum in order to encourage career ambitions early - especially for women.
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Introduction: The Objective Structured Clinical Examination (OSCE) is an established format for practical clinical assessments at most medical schools and discussion is underway in Germany to make it part of future state medical exams. Examiner behavior that influences assessment results is described. Erroneous assessments of student performance can result, for instance, from systematic leniency, inconsistent grading, halo effects, and even a lack of differentiation between the tasks to be performed over the entire grading scale. ⋯ Conclusion: Standardization of examinees for previously defined performance levels is possible, making a new tool available in future not only for OSCE quality assurance, but also for training examiners. Detailed preparation of the OSCE checklists and intensive training of the examinees are essential. This new tool takes on a special importance if standardized OSCEs are integrated into state medical exams and, as such, become high-stakes assessments.
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Background: During clinical clerkships students experience complex and challenging clinical situations related to problems beyond the domain of the "Medical Expert". Workplace routine may leave little opportunity to reflect on these situations. The University of Zurich introduced a mandatory course directly after the clinical clerkship year (CCY) to work up these situations. ⋯ Conclusions: Cases students perceived as challenging beyond the "Medical Expert" were reported from all clinical disciplines. These were mainly related to communicational and professional issues, mirrored by the CanMEDS roles "Communicator" and "Professional". Therefore, supervisors in clinical clerkships should put an additional teaching focus on communication and professionalism.
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Introduction: Problem-based learning (PBL) is a student-centred approach to learning using health problem scenarios to trigger the learning process. Several factors contribute to the role of the problem scenarios in stimulating student learning. One of those factors is the student's familiarity and knowledge about the problem itself. ⋯ Results: The results of the study showed that fore-knowledge about the case scenario had no significant adverse effect on the discussion. Students stated that the facilitators played a vital role in maintaining the excellent quality of the discussion. Discussion: Reuse of problem scenarios in PBL does not hurt the quality of the discussion, provided that the group dynamics are maintained.