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Einfluss verschiedener Lernanreize auf das Lernverhalten und die Prüfungsleistungen von Studierenden der Humanmedizin

dc.contributor.advisorRaupach, Tobias Prof. Dr.
dc.contributor.authorWieland, Anna Katherina
dc.titleEinfluss verschiedener Lernanreize auf das Lernverhalten und die Prüfungsleistungen von Studierenden der Humanmedizinde
dc.title.translatedEffect of different learning incentives on the learning behavior and test performance of medical studentsde
dc.contributor.refereeRaupach, Tobias Prof. Dr.
dc.description.abstractengBackground: Electrocardiogram (ECG) interpretation is an important clinical examination and skill that needs to be improved in undergraduate medical education. This study assessed the impact of summative assessment and financial incentive compared with formative assessment on learning behaviour and outcome in the context of self-directed learning regarding ECG interpretation skills in undergraduate medical students.<br> Methods: Two consecutive cohorts of year 4 medical students (n=301) participated in three validated exams of ECG interpretation skills, consisting of a module entry exam, exit exam and an unannounced retention test at the end of the cardiovascular course. The teaching format was self-directed learning. The first cohort was assessed in a summative written ECG examination. The second cohort was randomised to an intervention (financial incentive) or a control (formative assessment with book voucher raffle) group. Primary outcome was the proportion of students who correctly identified at least 3 out of 5 ECG diagnoses. Secondary outcome evaluates student self-study in ECG interpretation and the student learning behaviour in the context of spending time on independent study and use of further study material. <br>Results: Summative assessments and financial incentives, compared with formative assessments, enhanced the odds of correct identification ≥ 3 out of 5 ECG diagnoses (summative assessment: aOR 8,13; 95% CI 3,76-17,57; financial incentive: aOR 2,44; 95% CI 1,06-5,59) and of self-assessment regarding the ECG interpretation (summative assessment: aOR 5,66; 95% CI 2,76-11,63; financial incentive aOR 2,25; 95% CI 1,10-5,80). Students, who were assessed in a summative examination (aOR 4,47; 95% CI 2,30-8,67) or were randomised to the intervention group with financial incentive (aOR 3,22; 95% CI 1,49-6,96) spent at least 2h/week extra on ECG self-study. There was no significant effect on additional learning material and performance levels in the retention exam. <br>Conclusion: Summative assessments and financial incentives increase student self-assessment, learning time and learning outcome in the short-term of ECG interpretation. Further investigation needs to be focused on absent sustained effect on
dc.contributor.coRefereeSennhenn-Kirchner, Sabine PD Dr.
dc.subject.germedizinische Ausbildungde
dc.subject.gerstudentisches Lernzielde
dc.subject.gerstudentisches Lernverhaltende
dc.subject.gerfinanzieller Anreizde
dc.subject.gersummative Prüfungde
dc.subject.gerformative Prüfungde
dc.subject.engeducation researchde
dc.subject.engmedical educationde
dc.subject.engECG interpretationde
dc.subject.engstudent learning behaviorde
dc.subject.englearning objectivede
dc.subject.engteaching formatde
dc.subject.engfinancial incentivede
dc.subject.engsummative assessmentde
dc.subject.engformative assessmentde
dc.affiliation.instituteMedizinische Fakultätde
dc.subject.gokfullBerufskunde/ Ausbildung / Recht in der Medizin / Medizinische Ökonomie / Wissenschaftssystem - Allgemein- und Gesamtdarstellungen (PPN619874880)de
dc.subject.gokfullMedizinische Psychologie / Medizinische Soziologie / Ethik in der Medizin / Krankenseelsorge / Hospiz - Allgemein- und Gesamtdarstellungen (PPN61987628X)de

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