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This study aimed to find out more about factors that hinder physicians' careers, especially with regard to gender differences, and which future working conditions they would prefer.In an online survey, members of the professional societies of Hematology and Oncology in Germany, Austria and Switzerland were asked to rate factors that might hinder or facilitate their professional career. Data analysis included χ469 physicians participated (61% female, response rate 9.1%). 40% of the participants experience a lack of compatibility between family life and career. Female physicians with children living in their household especially feel restricted in their professional development. The most preferred conditions for improving compatibility were flexible working hours (72%), opportunities to work in home office (71%), better opportunities for specialist training (51%) and enabling managerial activities on a part-time basis (73%). Both female and male physicians would like fathers to be encouraged to take parental leave to the same extent as mothers (50%). They would, e.g., like to see more flexible drop-off and pickup times for children (71%) and more childcare options offered by their employer (61%).Results suggest various options for promoting compatibility of family life and work, e.g., by family-friendly working time models and part-time offers breaking with traditional role models. Managerial positions might be offered on a regular part-time basis. Structured qualification programs could enable the compatibility of clinical work, research and family life. Childcare services should preferably be provided in line with existing needs.

Zusammenfassung Hintergrund Wegen stetig schwindender Präsenz Studierender wurde an der Univ.-HNO-Klinik Freiburg im Wintersemester (WS) 2017/18 ein neuartiges Blended-Learning-Vorlesungsformat gestartet: die HNO-3-D-Reihe. Um komplexe HNO-Themen (z. B. Mittelohr) verständlicher, ansprechender und klinisch relevanter zu präsentieren, kooperierten die klinischen Fachgebiete HNO-Heilkunde und Radiologie mit dem vorklinischen Fachgebiet Anatomie. Ziel der Studie war es, dieses Lehrformat zu evaluieren und Präferenzen zu ermitteln, welche Studierende zum Vorlesungsbesuch animieren könnten. Methoden Teilnehmende des HNO-Blockpraktikums im WS 2017/18 wurden in allen Vorlesungen mithilfe einer Evaluationskarte zur Qualität der Vorlesung befragt. Zudem wurde in jeder der neukonzipierten Vorlesungen der Wissenszuwachs überprüft. Mit einem Abschlussfragebogen wurden Präferenzen bei den Lehrmethoden erfragt. Ergebnisse Insgesamt wurden die neuen Lehrangebote nicht besser benotet als die regulären, aber das neue Konzept grundsätzlich als positiv bewertet. Es gelang nicht, mehr Vorlesungsteilnehmende zu gewinnen. Das traditionelle Lehrformat „Vorlesung“ wird von einer umschriebenen Gruppe von Studierenden weiterhin als zeitgemäß angesehen. Schlussfolgerungen Bei prinzipiell positiver studentischer Bewertung eines neuen Vorlesungsformats erreichten die 3‑D-Vorlesungen in keiner der Kategorien Bestwerte. Dies erklärt sich aus der Häufung unerwarteter studentischer Kritikpunkte (Quantität des Lehrinhalts). Somit konnten die als Gradmesser vorgesehenen Parameter (E-Learning, Qualität der Lehrveranstaltung, Einsatz moderner Lehrmethoden) ihre Aufgabe nicht erfüllen. Das Evaluationsergebnis erfordert eine kritische Reflexion und ggf. partielle Umorganisation der Lehrveranstaltung (inhaltliche Verschlankung).

This project report describes the development of theGlobal questions and in-depth items were formulated for each of the sub-competencies of the six core competencies of the KLM model. Depending on the number of sub-competencies, there are 3-4 subscales for each core competency, comprising 69 items in total. Data from 90 participants of medical didactic courses were analysed. Item analyses supported the hypothesized scales.The internal consistencies (Cronbach's alpha: CR-α) of the 22 subscales ranged from CR-α=.70 to CR-α=.93, and the item difficulty indices of the subscales ranged from 18% to 89%. For 2 subscales, some items had a difficulty index of more than 80%, and for 3 subscales, the difficulty index of some items was less than 25%.The FKM_L was developed to assess individual and group profiles of teachers' competence in medicine. The results of this first psychometric analysis are promising: With the help of the FKM_L, teachers can learn about and reflect on aspects of their teaching competencies in the context of medical didactic courses. Based on their FKM_L profiles, they can decide whether they want to selectively optimize their competence characteristics. For providers, the FKM_L is suitable as a screening tool to identify, among other things, gaps in the training offered. Further analyses are necessary to check limitations identified in some scales and to improve individual items. In addition, research on the construct and criterion-related validity of the instrument is required.In diesem Projektbericht wird die Entwicklung und teststatistische Überprüfung desFür die Teilkompetenzen der sechs Kernkompetenzen des KLM-Modells wurden jeweils Globalfragen und vertiefende Items formuliert. Je Kernkompetenz gibt es in Abhängigkeit von der Zahl der Teilkompetenzen 3-4 Subskalen, die 69 Items umfassen. Alle Skalen wurden itemanalytisch überprüft. Analysiert wurden Daten von 90 Teilnehmerinnen und Teilnehmern medizindidaktischer Kurse.Die inneren Konsistenzen (Cronbachs Alpha: CR-α) der 22 Subskalen liegen zwischen CR-α=.70 und CR-α=.93, die Schwierigkeitsindices der Items der Subskalen zwischen 18% und 89%. Bei 2 Subskalen wiesen einige Items einen Schwierigkeitsindex von über 80% auf, bei 3 Subskalen betrug der Schwierigkeitsindex einiger Items weniger als 25%.Der FKM_L wurde zur Erfassung von individuellen und gruppenbezogenen Kompetenzprofilen von Lehrenden in der Medizin entwickelt. Die Ergebnisse dieser ersten teststatistischen Analyse sind vielversprechend: Mit Hilfe des FKM_L können Lehrende im Rahmen medizindidaktischer Kurse Aspekte ihrer Lehrkompetenzen kennenlernen und reflektieren. Anhand ihrer FKM_L-Profile können sie entscheiden, ob sie ihre Kompetenzausprägungen punktuell optimieren möchten. Für Anbieter eignet sich der FKM_L als Screening-Instrument, um u.a. Lücken im Ausbildungsangebot festzustellen. Weitere Analysen sind notwendig, um festgestellte Einschränkungen bei einigen Skalen zu überprüfen und einzelne Items anzupassen. Darüber hinaus ist eine Überprüfung der Konstrukt- und der kriterienbezogenen Validität des Instruments erforderlich.

Derzeit findet ein umfassender gesellschaftlicher Veranderungsprozess statt, der auch die Medizin vereinnahmt. Die „digitale Transformation“ leitet aktuell einen fundamentalen Umwandlungsprozess des uns bislang vertrauten Gesundheitssystems ein, auch des Medizinstudiums. Der Masterplan 2020 sieht zwar eine Veranderung der Studienstruktur und von Ausbildungsinhalten vor, doch bedauerlicherweise limitiert sich der Fokus auf die Ausbildung von Kompetenzen in der Kommunikation und auf das wissenschaftliche Arbeiten, nicht jedoch auf die Ausbildung digitaler Kompetenzen. Die alltaglichen arztlichen Rahmenbedingungen machen aber gerade diese Kompetenzen in zunehmendem Mase unentbehrlich. Im Rahmen der Studierendenausbildung an der HNO(Hals-Nasen-Ohren)-Klinik der Medizinischen Fakultat Freiburg wurde das Seminar „Digitalisierung in der HNO-Heilkunde“ als Pilotprojekt erstmalig implementiert: 141 Studierende absolvierten und evaluierten dieses Seminar im Rahmen des 2‑wochigen Blockpraktikums „HNO-Heilkunde“ im Wintersemester 2017/2018. Inhalt des Seminars war die Vermittlung digitaler Kompetenzen anhand praktischer Beispiele. Die Evaluation ergab ein hohes Interesse der Studierenden an der Thematik im Allgemeinen, aber auch an detaillierteren Unterpunkten zum Thema Digitalisierung. Grundsatzlich waren die Studierenden sehr aufgeschlossen, aber auch kritisch der Thematik gegenuber. Die Akzeptanz des neuen Lehrangebots fiel deutlich positiv aus. Positiv zu werten ist zudem, dass das Lehrkonzept auf andere Fachdisziplinen ubertragbar ist. Folgerichtig ist im Allgemeinen die Berucksichtigung der Ausbildung von „digitalen Kompetenzen“ bei der Umsetzung des Masterplan 2020 dringlich zu empfehlen.

The aim of the present study was to survey the current state of quality assurance of teaching at German-speaking medical faculties. Another aim was to determine whether and how the evaluation loop is closed.A questionnaire was sent out to 45 German-speaking faculties in the DACH countries to determine how the faculties ensure quality of teaching. Information was collected on qualification programs offered to faculty, course evaluations (LVE), evaluations during the final year (PJ-E), and on the implementation of graduate surveys (ABS-B). Evaluable data sets are available from 29 of the 40 faculties that responded.At almost all faculties, lecturers can take advantage of various didactic offers. Training programs for (M3) examiners (32%) and PJ supervisors (21%), on the other hand, are offered less frequently. Students at two-thirds of the faculties participate in the planning and implementation of LVEs, which are conducted at all faculties. Almost all faculties conduct PJ-E, and 72% of the faculties report interviewing graduates (ABS-B). However, the responsibility for conducting the ABS-B lies with the faculties themselves in only 48% of the cases. Twenty faculties report various additional teaching evaluations (e.g., evaluation of projects, progress tests). Indicators of teaching quality are mostly student satisfaction (LVE=93%, PJ-E=82%, ABS-B=100%), practical relevance of content (LVE=72%, ABS-B=100%) and quality of supervision (PJ-E=86%). The majority use questionnaires that are often self-developed (LVE=63%, PJ=78%). Surveys are mostly summative and either purely online (LVE=44%, PJ-E=81%, ABS-B=40%) or combined with paper (LVE=56%, ABS-B=60%). The majority of results are reported back to the academic deans in writing and/or as a presentation of results. In addition, faculties conduct results-based interviews with faculty/departments (LVE=79%, PJ=64%) and make binding goal agreements during these interviews (LVE=52%, PJ-E=50%). The survey results are often used to inform curricular development (LVE=79%, PJ-E=89%, ABS-B=80%). However, changes in the curriculum based on these results are not re-evaluated in all cases (LVE=83%, PJ-E=60%, ABS-B=63%).This study provides an overview of the evaluation practice at German-speaking medical faculties. The number of evaluations carried out in the various areas related to teaching indicates that quality assurance of teaching is taken very seriously by medical faculties. However, there is still need for optimization in some areas: training programs for examiners and PJ supervisors should be offered more frequently to ensure teaching quality. It should also be examined whether the quality indicators used can be supplemented to include, for example, the indicator "giving appropriate feedback". Very often, self-developed questionnaires are used whose reliability and validity are questionable. The use of standardized questionnaires would be desirable in order to be able to adequately classify the results. In addition, the evaluation cycle is not closed with re-evaluations in all cases after curricular changes have been implemented. This is especially true of changes initiated by the PJ-E and ABS-B. .

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 in the National Competency-based Learning Objective Catalogue in Medicine (NKLM). The aim of this study is to develop a multi-center mapping approach for curricular benchmarking against national standards and against other medical faculties.A total of 277 faculty members from four German medical faculties have mapped the local curriculum against the scientific and research-related NKLM objectives, using consented procedures, metrics, and tools. The amount of mapping citations of each objective is used as indicator for its weighting in the local curriculum. Achieved competency levels after five-year education are compared.All four programs fulfill the NKLM standards, with each emphasizing different sub-competencies explicitly in writing (Scholar: 17-41% of all courses; Medical Scientific Skills: 14-37% of all courses). Faculties show major or full agreement in objective weighting: Scholar 44%, scientific skills 79%. The given NKLM competency level is met or even outperformed in 78-100% of the courses.The multi-center mapping approach provides an informative dataset allowing curricular diagnosis by external benchmarking and guidance for optimization of local curricula.

Objective:To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills.Methods:Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation.Results:No group differences were found in the MCQE results. sTBL instruction of the topic “acute altered mental status” was associated with a significantly better student performance in the KFPE (p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method.Conclusions:sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology.

Zusammenfassung. Hintergrund: Der Kompetenzbegriff wird in unterschiedlichen Wissenschaftsdisziplinen verschieden definiert und international existiert keine disziplinübergreifend anerkannte Definition dieses Begriffs. Fragestellung: Bisher gibt es wenige Messinstrumente, um pflegebezogene Kompetenzen praktikabel, reliabel und valide zu erfassen. Der vorliegende Artikel beschreibt, wie ein Fragebogen zur Erfassung von Kompetenzen in der Humanmedizin für die Pflege adaptiert wurde. Methodik: Der Fragebogen wurde anhand einer Stichprobe, bestehend aus Studierenden zweier Pflegestudiengänge sowie Auszubildenden der Gesundheits- und Krankenpflege, auf seine Messgüte hin überprüft. Eine weitere Fragestellung befasste sich damit, ob der Fragebogen in der Lage ist, Veränderungen der pflegebezogenen Kompetenzen zu erfassen. Zur Überprüfung der Reliabilität und Validität wurden die Daten des ersten Messzeitpunkts (n = 240) herangezogen. Zwei Jahre später wurde der zweite Messzeitpunkt (n = 163) genutzt, um zu prüfen, inwiefern sich Veränderungen aufzeigen lassen. Ergebnisse/Schlussfolgerungen: Die adaptierte Version des Fragebogens erwies sich als reliabel und valide. Es ließen sich zudem teilweise starke Veränderungen in den pflegebezogenen Kompetenzen nachweisen (d = 0,17 – 1,04). Es konnte gezeigt werden, dass der Fragebogen für die Verwendung in der Pflege adaptiert werden konnte.

Over the past five years, the development of interprofessional education programmes has been gaining momentum in Germany fostering the need to evaluate these with appropriate instruments. Instead of developing a new instrument for evaluation purposes, the Readiness for Interprofessional Learning Scale (RIPLS) was chosen, as it is a widespread instrument that has been used in a variety of different educational settings and countries. The German version of the RIPLS was administered in two sites to health professional students in Heidelberg and Freiburg, Germany. Cronbach's alpha was used to examine internal consistency. Confirmatory factor analysis (CFA) was performed for confirmation of the underlying factor structure of the RIPLS-D. In total, 531 questionnaires were analysed. The instrument showed overall reliability (0.81) and low reliability (< 0.7) in the subscales. The underlying factor structure could not be confirmed. These results contribute further evidence on deficits with the RIPLS. Despite known issues, the RIPLS continues to be translated and applied. This paper highlights the problematic issues in the RIPLS-D and does not recommend its use.

One way to recruit junior physicians in surgery is to optimise the final year. Starting points for this can be gained through a standardised evaluation of the deployments in the final year. In this study, a questionnaire for the evaluation of the training conditions and satisfaction with the deployment in the final year (Ma-FEZ-PJ) underwent a test and item analysis. In addition, initial studies were carried out to analyse the construct validity of the two scales - final year training and individual attitude. A specific example will then be used to show how the Ma-FEZ-PJ can be used to optimise the final year.555 medical students from eight final year cohorts evaluated their deployments in the final year with the Ma-FEZ-PJ. The reliability of the two scales as well as item characteristics were calculated. To validate construct validity, a global satisfaction item was used to verify the convergent validity of the final year training scale, which captures training conditions and satisfaction with the final year, and the divergent validity of the individual attitude scale. Groups of students who voluntarily or involuntarily attended the mandatory subjects in the final year were then compared to show whether the individual attitude scale can differentiate between the two.The reliability of the scale final year training is very good, that of the scale individual attitude is in the acceptable range. The construct validity can be sufficiently confirmed.The Ma-FEZ-PJ can be used as a tool to evaluate training conditions and satisfaction with the final year's deployment. Comparisons with other surgical departments, oriented at the scale level and then in detail at the item level, identify deficits in final year training and therefore approaches to optimise it.Ein Baustein zur Nachwuchsgewinnung in der Chirurgie ist die Optimierung des Praktischen Jahres (PJ). Ansatzpunkte hierfür kann man über eine standardisierte Evaluation der Ausbildungsabschnitte im PJ gewinnen. In dieser Studie soll der Evaluationsbogen „Mannheimer Fragebogen zur Erfassung der Zufriedenheit mit dem Einsatz im Praktischen Jahr (Ma-FEZ-PJ)“ einer Test- und Itemanalyse unterzogen werden. Zudem sollen erste Analysen zur Konstruktvalidität der beiden Skalen „PJ-Ausbildung“ und „Persönliche Einstellung“ durchgeführt werden. An einem konkreten Beispiel wird anschließend gezeigt, inwiefern der Ma-FEZ-PJ zur Optimierung des Praktischen Jahres eingesetzt werden kann.555 Medizinstudierende aus 8 PJ-Jahrgängen beurteilten ihre Einsätze im PJ mit dem Ma-FEZ-PJ. Es wurde die Reliabilität der beiden Skalen, sowie Itemkennwerte berechnet. Zur Überprüfung der Konstruktvalidität wurde folgendermaßen vorgegangen: Mit einem Item zur Erfassung der globalen Zufriedenheit sollte die konvergente Validität der Skala „PJ-Ausbildung“, welche die Ausbildungsbedingungen und die Zufriedenheit mit dem PJ erfasst, sowie die divergente Validität der Skala „Persönliche Einstellung“ überprüft werden. Der Vergleich von Gruppen, die die Pflichtfächer im PJ freiwillig oder nicht freiwillig absolvierten, sollte zeigen, ob die Skala „Persönliche Einstellung“ zwischen beiden differenzieren kann.Die Reliabilität der Skala „PJ-Ausbildung“ ist sehr gut, die der Skala „Persönliche Einstellung“ liegt im akzeptablen Bereich. Die Konstruktvalidität kann hinreichend bestätigt werden.Der Ma-FEZ-PJ kann als Instrument zur Evaluation der Ausbildungsbedingungen und der Zufriedenheit mit dem Einsatz im Praktischen Jahr verwendet werden. Durch Vergleiche mit anderen chirurgischen Abteilungen, orientierend auf Skalenebene und dann detailliert auf Einzelitemebene, lassen sich Defizite in der PJ-Ausbildung und Ansätze zur Optimierung identifizieren.

Introduction The aim was to assess the competencies of undergraduate dental students in Germany in the domains team competence, communicative competence, learning competence and scholarship. Materials and Methods The survey was conducted at 11 dental schools that are equally distributed all over Germany. Competencies were assessed with the Freiburg Questionnaire to Assess Competencies in Medicine (FCM). A short version of the FCM was used in this study. This short form included the four domains: team competence (three items), communicative competence (eight items), learning competence (five items) and scholarship (four items). Students had to rate each item twice: first with regard to the respondent's current level of competence and second with regard to the level of competence that respondents think is required by their job. All items were rated on a five-point Likert scale (1 ‘very much’ and 5 ‘not at all’). Responsible lecturers from all selected dental schools received another questionnaire to answer the questions whether the FCM domain corresponding learning objectives were taught at the respective dental school. Results A total of 317 undergraduate students from 11 dental schools in their last clinical year participated. The response rate varied between 48% and 92%. Cronbach's α for the FCM scales addressing the current level of competencies ranged from 0.70 to 0.89 and for the scales measuring the presumed level of competencies demanded by their job ranged from 0.72 to 0.82. The mean values of the scales for the assessment of the presumed level of competencies demanded by the job were significantly lower compared to the mean values of the scales for the current level of competencies (P

Background: The term competences is discussed differently in various disciplines of science. Furthermore there is no international or discipline comprehensive accepted definition of this term. Problem: So far, there are few practical, reliable and valid measuring instruments for a survey of general nursing skills. This article describes the adaptation process of a measuring instrument for medical skills into one for nursing competences. Method: The measurement quality of the questionnaire was audited using a sample of two different courses of studies and regular nursing apprentices. Another research question focused whether the adapted questionnaire is able to detect a change of nursing skills. For the validation of reliability and validity data from the first point of measurement was used (n = 240). The data from the second point of measurement, which was conducted two years later (n = 163), were used to validate, whether the questionnaire is able to detect a change of nursing competences. Results/Conclusions: The results indicate that the adapted version of the questionnaire is reliable and valid. Also the questionnaire was able to detect significant, partly even strong, effects of change in nursing skills (d = 0,17 – 1,04). It was possible to adapt the questionnaire for the measurement of nursing competences.

Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MERLIN-database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and discussions, guideline-supported individual interviews, informal surveys, evaluation of target agreements and protocols, openly discernible local, regional or over-regional structure-relevant events). Results: The following resources and structures support implementation of curriculum mapping at a faculty: Setting up a coordination agency (≥50% of a full position; support by student assistants), systematic project management, and development of organisation and communication structures with integration of the dean of study and teaching and pilot departments, as well as development of a user-friendly web-based mapping instrument. Acceptance of the mapping was increased particularly by visualisation of the results and early insight into indicative results relevant for the department. Conclusion: Successful NKLM curriculum mapping requires trained staff for coordination, resilient communication structures and a user-oriented mapping database. In alignment with literature, recommendations can be derived to support other faculties that want to map their curriculum.

Zusammenfassung Dieser Artikel bietet einen Uberblick uber Moglichkeiten der Lehrevaluation an Medizinischen Fakultaten. Es werden zunachst theoretisch-methodische Aspekte erortert. Anschliesend werden die angewandten Evaluationsverfahren der baden-wurttembergischen Medizinischen Fakultaten vorgestellt.

Aim: Course evaluations are often conducted and analyzed well after the course has taken place. By using a digital audience response system (ARS), it is possible to collect, view and discuss feedback during or directly following a course or lecture session. This paper analyzes a student evaluation of a lecture course with ARS to determine if significant differences exist between the results of the ARS lecture evaluation and those of the online evaluation at the end of the semester. In terms of the overall evaluation, consideration is given to the level of students’ prior knowledge, the presentation of the lecture material by the lecturers and the relevance of the lecture topic for students. Method: During the 2011-12 winter semester, the lecture on Pediatrics at the Freiburg Center for Pediatric and Adolescent Medicine (Zentrum für Kinder- und Jugendmedizin (ZKJ) Freiburg) was evaluated using ARS. Thirty-four lectures were evaluated by an average of 22 (range 8-44) students, who responded to four questions each time an evaluation took place. Results: On a 6-point Likert scale (1=very good to 6=deficient), the students rated their level of preparedness with a mean of 3.18, the presentation of the lecture with 2.44, and the relevance of the lecture topic with 2.19. The overall evaluation of the lecture course by means of ARS resulted in 2.31. The online evaluation conducted at the end of the semester yielded a score of 2.45. Highly significant correlations were seen between the results of the ARS for the overall evaluation, assessment of prior knowledge, lecture presentation, and the estimated relevance of the lecture topic. Conclusion: The use of ARS is suitable for immediate evaluation of lectures, in particular regarding timely feedback for the individual lecturerlecturers. In comparison with an end-of-term evaluation, ARS yielded a better assessment., GMS Zeitschrift für Medizinische Ausbildung; 32(2):Doc18; ISSN 1860-3572

Aim The aim of this study was to assess whether oral hygiene-related self-efficacy is correlated with current oral hygiene and might influence the outcome of oral hygiene instruction. Materials and Methods Hundred and twenty-six patients filled out questionnaires about oral hygiene-related self-efficacy, general self-efficacy, oral hygiene-related knowledge and demographic variables. Plaque and gingival inflammation were measured and an individual oral hygiene plan was conducted. After 6 months, oral hygiene indices were assessed again. Results Women had significantly higher scores in oral hygiene-related self-efficacy than men (women mean 60.40 ± 9.41; men mean 56.04 ± 11.55; p = 0.039) and oral hygiene-related self-efficacy was significantly correlated with general self-efficacy independent from the age of the patients (r = 0.3114, p = 0.0004). Higher scores in oral hygiene-related self-efficacy were significantly correlated with lower scores of gingival bleeding for non-smoking patients (r = −0.301, p = 0.0066), usage of a professional tooth cleaning within these 6 months (p = 0.0406), reappearance to the follow-up appointment (p = 0.0303), and higher goals in inter-dental cleaning plans (p = 0.0189). Conclusion Oral hygiene-related self-efficacy is an influencing factor in the oral hygiene behaviour and has the potential to predict patients’ oral hygiene outcomes.

Fragestellung: Studierende finden die Kompetenzen des CanMEDS-Modells wichtig, gewichten sie aber unterschiedlich [ref:1]. Fragestellungen: Gewichten Studienabsolventen der Medizinischen Fakultät Freiburg verschiedene Kompetenzen ebenfalls unterschiedlich? Wird diese [for full text, please go to the a.m. URL], Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

This article offers an overview of options for the evaluation of medical education. After discussing theoretical and methodological issues we describe how medical education is currently being evaluated by medical faculties in Baden-Wuerttemberg, Germany.