gms | German Medical Science

14. Grazer Konferenz – Qualität der Lehre: New Horizons in Teaching and Learning

22. - 24.04.2010, Wien, Österreich

To kill two birds with one stone: Assets and drawbacks of a synergy approach

Poster

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  • corresponding author presenting/speaker Ingrid Preusche - Medical University of Vienna, Department of Medical Education, Vienna, Austria
  • author Michaela Wagner-Menghin - Medical University of Vienna, Department of Medical Education, Vienna, Austria
  • author Michael Schmidts - Medical University of Vienna, Department of Medical Education, Vienna, Austria

14. Grazer Konferenz – Qualität der Lehre: New Horizons in Teaching and Learning. Wien, Österreich, 22.-24.04.2010. Düsseldorf: German Medical Science GMS Publishing House; 2010. Doc10grako38

doi: 10.3205/10grako38, urn:nbn:de:0183-10grako380

Veröffentlicht: 18. November 2010

© 2010 Preusche et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.de). Er darf vervielf&aauml;ltigt, verbreitet und &oauml;ffentlich zug&aauml;nglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Poster

Background: A synergy approach, linking training and assessment of history taking skills to a greater extent, and thus driving learning, is offered to second year students at free will.

Summary of work: The 2008 cohort (n= 694) was offered to show a videotaped student-SP encounter as basis of grading during the practical assessment (instead of performing live, classical approach). The assets and drawbacks of this synergy approach are analyzed. Summary of results: Almost half of the students (49%) chose the synergy approach, shifting the SPs' and students' workload from the practical assessment to the voluntary practice time. The synergy approach favors slightly more pass decisions than the classical approach: X2=5.987, df=1, p=.014, ES=ø corr=.688 (large effect size).

Conclusions: Reduced stress for students, enhancement of self-reflected learning and better use of SP-resources in voluntary training are assets of the synergy approach. The synergy approach has no drawback regarding grading in comparison to the classical approach. However, the practically presumed comparability of both approaches and possible rater bias were not investigated. The voluntariness of the synergy approach proves a drawback regarding optimal SP-management, and should be discussed for further development of the synergy approach.