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Die elektronischen Supplemente sind mit der Online-Version dieses Artikels verfügbar unter https://doi.org/10.1026/0942-5403/a000350 - ESM 1.Flowchart des Niedersachsensurveys 2017, Theoretischer Hintergrund: Die Folgen für Betroffene von Stalking reichen von der Beeinträchtigung des sozialen Wohlbefindens über negative wirtschaftliche Folgen bis hin zu gesundheitlichen und psychischen Problemen. Fragestellung: Diese Studie präsentiert erstmalig die Lebenszeitprävalenz für die Opferwerdung von Stalking unter deutschen Jugendlichen und berichtet Zusammenhängemit der psychischen Befindlichkeit. Methode: Daten einer repräsentativen Schüler_innenbefragung in Niedersachsen werden mittels T-Tests und χ2-Test überprüft. Ergebnisse: Die Ergebnisse weisen auf eine Prävalenz von 22.6% von Stalking hin, die bei Mädchen und Jugendlichen höher ausfällt als bei Jungen und Erwachsenen. Betroffene leiden häufiger unter psychischen Problemen und problematischem Substanzkonsum als Nicht-Betroffene. Diskussion und Schlussfolgerung: Folglich sollten Schüler_innen über Stalking sowie dessen strafrechtliche Konsequenzen und gezielte Unterstützung der Betroffenen aufgeklärt werden., Theoretical background: According to various definitions, stalking is the intentional, repeated, and prolonged pattern of behavior that focuses on persecution, unwanted contact, advances, and harassment of a particular person. According to the police crime statistics,18,905 stalking offenses were recorded in Germany in 2019, with 15,904 suspects (including 366 adolescents) and 20,204 victims (including 821 adolescents) of these crimes being identified. However, one may presume a considerable number of unreported cases. The consequences for those affected by stalking range from impairment of social well-being and negative economic consequences to health and psychological problems. Objective: While there are first representative results regarding stalking experiences of adults in Germany, no such study among German adolescents is known so far. For this reason, this article is the first to determine the lifetime prevalence of stalking among German adolescents and to compare it with a sample of adults. In addition, it determines correlations with psychological well-being and problematic substance consumption. Method: The data of the present study originated from a representative survey of pupils in the federal state of Lower Saxony, in which in 2017 2,669 pupils gave information about their stalking experiences (sample: 47.6% male, 28.0%migration background, mean age 14.9 years). The adult study is a representative victimization study on (sexual) violence experiences of N=5,335 18- to 40-year-olds in Germany, conducted in 2011 (47.6% female, average age M= 21.2 years, SD= 6.9; 8.0% migration background). Recording of stalking experiences was based on other epidemiological studies by specifying 21 different individual behaviors. In estimating the lifetime prevalence of stalking, we chose a more liberal operationalization (i.e., experiencing at least one behavior at least twice). We assessed the group differences and correlations using T-tests and theχ2-test and their corresponding effect sizes. Results: The results show a lifetime prevalence of 22.6%, with girls being more affected than boys. In addition, those affected by stalking suffer more frequently from depression, anxiety symptoms, and suicidal tendencies and show higher rates of problematic substance consumption (alcohol and cannabis) than those unaffected. Again, these correlations are more evident in girls than in boys. Compared to the adult general population, adolescents are more affected by almost all stalking behaviors; this difference is particularly apparent in cyberstalking. Discussion and conclusion: In practice, it seems to make sense to educate students about stalking and the disregard of boundaries in partnerships. In addition, the criminal consequences of stalking should be explained, and it should be discussed how stalking can best be documented. Suitable contact persons should be named, and targeted support for those affected should be ensured.

Background Klasse2000 is the most widely adopted school-based prevention program in Germany. It addresses health promotion, addiction, and violence prevention in primary schools. As a universal prevention program, it has reached more than 1.4 million German children in the past 25 years. Objective The effectiveness of Klasse2000 will be evaluated with a large representative survey among students. Students who have participated in the prevention program (intervention group) will be compared with students who did not participate (control group). The comparison will cover the following outcome domains: well-being, self-esteem, emotion regulation, food habits, behavioral problems, and school and classroom atmosphere. Furthermore, victimization and perpetration regarding bullying, alcohol consumption, smoking, and media consumption are assessed. Methods To control for potential group differences, treatment effects will be estimated using propensity score-matching, which matches students from the intervention and control groups based on an identical propensity score or a propensity score that does not differ by more than a previously defined distance. The treatment effect will then be estimated in the matched sample taking the matching process into account. Results Enrollment of schools began in March 2017. A total of 6376 students participated in the survey (n=4005 in control group; n=2371 in Klasse2000). The parent survey was returned by 52.13% (3324/6376) of parents. Results are expected in mid-2020. Conclusions The results on the effectiveness of the Klasse2000 prevention program will form an empirical basis for legitimizing universal prevention programs and for planning future prevention approaches. Trial Registration German Clinical Trials Register DRKS00014332; https://tinyurl.com/y2trvq4p International Registered Report Identifier (IRRID) DERR1-10.2196/14371

Diagnostic imaging technology is becoming more advanced and widely available to veterinary patients with the growing popularity of veterinary-specific computed tomography (CT) and magnetic resonance imaging (MRI). Veterinary students must, therefore, be familiar with these technologies and understand the importance of sound anatomic knowledge for interpretation of the resultant images. Anatomy teaching relies heavily on visual perception of structures and their function. In addition, visual spatial ability (VSA) positively correlates with anatomy test scores. We sought to assess the impact of including more diagnostic imaging, particularly CT/MRI, in the teaching of veterinary anatomy on the students' perceived level of usefulness and ease of understanding content. Finally, we investigated survey answers' relationship to the students' inherent baseline VSA, measured by a standard Mental Rotations Test. Students viewed diagnostic imaging as a useful inclusion that provided clear links to clinical relevance, thus improving the students' perceived benefits in its use. Use of CT and MRI images was not viewed as more beneficial, more relevant, or more useful than the use of radiographs. Furthermore, students felt that the usefulness of CT/MRI inclusion was mitigated by the lack of prior formal instruction on the basics of CT/MRI image generation and interpretation. To be of significantly greater use, addition of learning resources labeling relevant anatomy in tomographical images would improve utility of this novel teaching resource. The present study failed to find any correlation between student perceptions of diagnostic imaging in anatomy teaching and their VSA.

The primary objective of this study was to explore student and faculty perception of the objective structured clinical examination (OSCE) to assess the clinical competence of 5Two validated tools were used to survey students' and faculty perception of the OSCE as an assessment tool. The questionnaires were self-administered and handed to the students immediately after the OSCE was conducted. Subjects were 29 female students who had completed their 3-week Internal Medicine rotation and 15 faculty members who had participated in evaluating the students. The response rate was 100%. The OSCE comprised of 21 active stations involving skills like history taking standardized patients were used, physical examination, and data interpretation for which real patients were used, physical examination, or management. Standardized or real patients were used in 16 stations.Majority of students, 63.2% indicated that the OSCE assessed their skills fairly. This was also true for 80% thought the OSCE was a fair method of assessing students' skills as well as a better assessment tool than the traditional long/short case exams.The OSCE was positively perceived by 5ملخص البحث: تعنى هذه الدراسة المستقبلية عن مدى إدراك طلبة الطب للامتحان السريري المنظم (OSCE). أجرى هذا الامتحان في مستشفى الملك فهد الجامعي بالخبر في شهر ابريل 2014، وزع استبيان على الطلبة بعد انتهائهم من تأدية الامتحان لمعرفة مدى إدراكهم وأرائهم عن هذا النوع من الامتحان. بينت هذه الدراسة أن (%68.8) من الطلاب وجدو أن حالات الامتحان كانت موثوق بها وعليه فان هذا النوع من الامتحانات قيمت ايجابيا من الطلاب. يوصي الباحثان بان تجرى دراسات أخرى تشمل عدد اكبر من الطلاب.

This study developed and validated an instrument to measure students&rsquo, readiness to learn about artificial intelligence (AI). The designed survey questionnaire was administrated in a school district in Beijing after an AI course was developed and implemented. The collected data and analytical results provided insights regarding the self-reported perceptions of primary students&rsquo, AI readiness and enabled the identification of factors that may influence this parameter. The results indicated that AI literacy was not predictive of AI readiness. The influences of AI literacy were mediated by the students&rsquo, confidence and perception of AI relevance. The students&rsquo, AI readiness was not influenced by a reduction in their anxiety regarding AI and an enhancement in their AI literacy. Male students reported a higher confidence, relevance, and readiness for AI than female students did. The sentiments reflected by the open-ended responses of the students indicated that the students were generally excited to learn about AI and viewed AI as a powerful and useful technology. The student sentiments confirmed the quantitative findings. The validated survey can help teachers better understand and monitor students&rsquo, learning, as well as reflect on the design of the AI curriculum and the associated teaching effectiveness.

In Austria, 12% of all students in higher education report a disability that, at least somewhat, limits their study activities. As they still face many barriers throughout their studies, support services play a key part in their academic success. However, data from the Austrian Student Social Survey demonstrate that every second student with a disability is reluctant to contact fellow students, lecturers, or institutional support in case of study-related difficulties. One in four students with disabilities does not seek any assistance because of stigmatisation fear. With respect to these tendencies, our article examines factors that promote or inhibit the reluctance of students with disabilities to seek support due to fear of stigmatisation. For this purpose, we construct a binary indicator of stigma fear, which encompasses items concerning social isolation or drawbacks to academic opportunities, inhibitions about contacting people or disclosing one’s disability. In a regression model, we identify influential factors such as noticeability of disability and degree of study-related limitations as well as social factors like the feeling of anonymity and sense of belonging.

Background/aim: In the 2012/13 winter semester, the Magdeburg Medical Faculty introduced a test of knowledge for the selection of applicants. The Hamburg Assessment Test for Medicine - Natural Sciences (HAM-Nat) comprises a multiple-choice test with questions on the aspects of biology, physics, chemistry and mathematics relevant to medicine, which was specifically developed for the selection of medicine applicants. The aim is to study how the HAM-Nat influences student selection, the reasons why students decide to take the test as part of their application procedure and what expectations they have of their course of study. Methods: The selection procedures applied at the university in 2011 (without HAM-Nat) and in 2012-2014 (with HAM-Nat) are compared. On the basis of the results of exploratory interviews, university entrants in winter semester 2013/2014 participated in a written survey on why they chose their subject and place of study and their expectations of their course of study. Results: No problems were encountered in introducing the extended selection procedure that included the HAM-Nat Test. The HAM-Nat had a great influence on the selection decision. About 65% of the students admitted would not have obtained a place if the decision had been based exclusively on their Abitur grade [grade obtained in the German school-leaving examination]. On average, male applicants obtained better HAM-Nat results than female ones. The questionnaire was answered by 147 out of 191 university entrants (77%). In the case of applicants from Saxony-Anhalt, the principle reasons for choosing the regional capital are its proximity, the social environment offered, good conditions for studying and the feel-good factor at the university. For the majority of applicants, however, particularly applicants from other federal states, the relatively good chances of admission in Magdeburg were the main reason. Conclusion: The Magdeburg Medical Faculty regards the HAM-Nat as a suitable tool for selecting applicants with outstanding knowledge of natural sciences and thus of increasing and harmonising levels of knowledge at the start of the course. Completion of the standard period of study and success in the 1st part of the German Medical Examination will be the subject of further observation of the students. The HAM-Nat, as a performance-related selection procedure, is not suitable for giving active preference to natives of Saxony-Anhalt in the application procedure but their number has increased since it was introduced. Applicants primarily use the selection procedure tactically to obtain the university place they want to study medicine. Specifics relating to curricula and university profile and research areas are not critical to their choice., Hintergrund/Zielsetzung: Die Medizinische Fakultät Magdeburg hat zum Wintersemester 2012/13 einen Wissenstest zur Auswahl ihrer Studienbewerber eingeführt. Das Hamburger Auswahlverfahren für medizinische Studiengänge - Naturwissenschaftsteil (HAM-Nat) umfasst einen Multiple Choice-Test mit Fragen zu medizinisch relevanten Aspekten der Fächer Biologie, Physik, Chemie und Mathematik, der speziell für die Auswahl von Medizinbewerbern entwickelt wurde. Es wird untersucht, wie der HAM-Nat die Studierendenauswahl beeinflusst, aus welchen Gründen sich Studierende im Rahmen des Bewerbungsverfahrens für die Teilnahme am Test entscheiden und welche Erwartungen sie an das Studium haben. Methodik: Die Auswahlverfahren der Hochschule 2011 (ohne HAM-Nat) und 2012-2014 (mit HAM-Nat) werden verglichen. Aufbauend auf den Ergebnissen explorativer Interviews wurden erstmalig Studienanfänger des Wintersemesters 2013/2014 zur Wahl von Studienfach und Studienort sowie zu ihren Erwartungen an das Studium schriftlich befragt. Ergebnisse: Das um den HAM-Nat-Test erweiterte Auswahlverfahren wurde problemlos eingeführt. Der HAM-Nat hatte einen großen Einfluss auf die Auswahlentscheidung. Rund 65% der Zugelassenen hätten bei ausschließlicher Berücksichtigung der Abiturnote keinen Studienplatz erhalten. Männliche Bewerber zeigten im Durchschnitt bessere HAM-Nat-Ergebnisse als weibliche. Den Fragebogen beantworteten 147 von 191 Studienanfängern(77%). Für Studienbewerber aus Sachsen-Anhalt sind Hauptgründe für die Wahl der Landeshauptstadt die regionale Nähe, das vorhandene soziale Umfeld, die guten Studienbedingungen und der Wohlfühlcharakter am Studienort. Für die Mehrzahl der Bewerber, insbesondere für Bewerber aus anderen Bundesländern, standen dagegen die relativ guten Zulassungschancen in Magdeburg im Vordergrund. Schlussfolgerung: Die Medizinische Fakultät Magdeburg sieht im HAM-Nat ein geeignetes Instrument, um Bewerber mit hervorragenden naturwissenschaftlichen Kenntnissen auszuwählen und so den Kenntnisstand zu Beginn des Studiums zu heben und zu harmonisieren. Die Einhaltung der Regelstudienzeit und der Erfolg im 1. Abschnitt der Ärztlichen Prüfung werden Gegenstand weiterer Beobachtung der Studierenden sein. Als leistungsbezogener Auswahltest ist der HAM-Nat nicht geeignet, Landeskinder im Zulassungsverfahren aktiv zu bevorzugen, dennoch hat ihre Anzahl nach Einführung des HAM-Nat zugenommen. Die Bewerber nutzen das Auswahlverfahren vorrangig taktisch, um ihren Wunschstudienplatz Medizin zu erhalten. Curriculare Spezifika bzw. die Profil- und Forschungsschwerpunkte der Universität sind nicht auswahlentscheidend., GMS Zeitschrift für Medizinische Ausbildung; 32(5):Doc53

Background Acquiring the values of medical professionalism has become a critical issue in medical education. The purpose of this study was to identify lapses in professionalism witnessed by medical students during their four year MD curriculum, and to categorize, from the students’ perspective, who was responsible and the settings in which these occurred. Methods An electronic survey, developed by faculty and medical students, was sent to all students with two email reminders. It included quantitative responses and some open-ended opportunities for comments. All analyses were performed with SAS version 9.1. Results The response rate was 45.6% (255 of 559 students) for all four years of the medical school curriculum. Thirty six percent of students had witnessed or been part of an exemplary demonstration of professionalism; 64% responded that they had witnessed a lapse of professionalism. At the pre-clerkship level, the most frequent lapses involved students: arrogance (42.2%), impairment (24.2%), followed by cultural or religious insensitivity (20.5%). At the clerkship level of training, where students are exposed to real clinical situations, the lapses involved primarily faculty (including preceptor and clinician) or other staff; these included arrogance (55.3%), breach of confidentiality (28.3%), and cultural or religious insensitivity (26.6%); impairment involved mostly students (25.5%). These findings are analyzed from the perspective of role modeling by faculty and in the context of the learning environment. Conclusions Medical students witnessed a lapse of professionalism involving both fellow students as well as faculty and administrative staff, in several domains. Results from this study emphasize the importance of role modeling and the need for faculty development, to improve the learning environment. This study adds to the limited emerging literature on the forces that influence medical student professional identity formation.