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- W2528618249 abstract "Clinical skills such as history taking, diagnostic reasoning, therapy planning, and giving advice are even more complex than practical skills like lung auscultation and have to be applied in complex clinical situations. We judged this competence in an interdisciplinary formative OSCE conducted with students of Marburg University. Results of 218 students passing 643 OSCE stations composed of 37 different scenarios were analyzed. As a competence based examination that reflects the practical skills gained during clinical training, the here presented analysis serves also as a feedback instrument for clinical teachers, their respective disciplines and the medical faculty as a whole.Praktische klinische Fertigkeiten, die klinisches Denken erfordern und über technisches Können hinausgehen, lassen sich schwer prüfen. Anamneseerhebung, zielgerichtetes diagnostisches Vorgehen, differentialdiagnostisches Denken, Therapieempfehlung und Beratung müssen in verschiedensten komplexen Anforderungssituationen angewendet werden und sind selber komplexer als isolierte Aufgaben wie Lungenauskultation. Bei Marburger Studierenden der Humanmedizin im 3. klinischen Studienjahr wird diese Kompetenz in einem fächerübergreifenden und formativen OSCE-„Entscheidungsfindung“ überprüft. Die Leistungen von 218 Studierenden im Studienjahr 2014/2015 wurden statistisch ausgewertet. Die Analyse der Ergebnisse gibt den beteiligten Lehrenden, ihren Fächern und auch der Fakultät als Ganzes ein Feedback über ihre Lehre." @default.
- W2528618249 created "2016-10-14" @default.
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- W2528618249 date "2016-01-01" @default.
- W2528618249 modified "2023-09-23" @default.
- W2528618249 title "Feedback promotes learning success! Which kind of feedback for the faculty is given by an interdisciplinary OSCE with focus on decision-making?" @default.
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- W2528618249 doi "https://doi.org/10.3205/zma001052" @default.
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