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

Wieland, Anna Katherina

dc.contributor.advisor	Raupach, Tobias Prof. Dr.
dc.contributor.author	Wieland, Anna Katherina
dc.date.accessioned	2016-12-19T10:12:52Z
dc.date.available	2017-01-13T23:50:33Z
dc.date.issued	2016-12-19
dc.identifier.uri	http://hdl.handle.net/11858/00-1735-0000-002B-7CE8-C
dc.identifier.uri	http://dx.doi.org/10.53846/goediss-6051
dc.language.iso	deu	de
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.ddc	610	de
dc.title	Einfluss verschiedener Lernanreize auf das Lernverhalten und die Prüfungsleistungen von Studierenden der Humanmedizin	de
dc.type	doctoralThesis	de
dc.title.translated	Effect of different learning incentives on the learning behavior and test performance of medical students	de
dc.contributor.referee	Raupach, Tobias Prof. Dr.
dc.date.examination	2016-12-21
dc.description.abstracteng	Background: 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 performance.	de
dc.contributor.coReferee	Sennhenn-Kirchner, Sabine PD Dr.
dc.subject.ger	Ausbildungsforschung	de
dc.subject.ger	medizinische Ausbildung	de
dc.subject.ger	EKG-Interpretation	de
dc.subject.ger	Selbststudium	de
dc.subject.ger	studentisches Lernziel	de
dc.subject.ger	Lehrformat	de
dc.subject.ger	studentisches Lernverhalten	de
dc.subject.ger	finanzieller Anreiz	de
dc.subject.ger	Motivation	de
dc.subject.ger	summative Prüfung	de
dc.subject.ger	formative Prüfung	de
dc.subject.eng	education research	de
dc.subject.eng	medical education	de
dc.subject.eng	ECG interpretation	de
dc.subject.eng	student learning behavior	de
dc.subject.eng	learning objective	de
dc.subject.eng	teaching format	de
dc.subject.eng	self-study	de
dc.subject.eng	financial incentive	de
dc.subject.eng	motivation	de
dc.subject.eng	summative assessment	de
dc.subject.eng	formative assessment	de
dc.identifier.urn	urn:nbn:de:gbv:7-11858/00-1735-0000-002B-7CE8-C-8
dc.affiliation.institute	Medizinische Fakultät	de
dc.subject.gokfull	Berufskunde/ Ausbildung / Recht in der Medizin / Medizinische Ökonomie / Wissenschaftssystem - Allgemein- und Gesamtdarstellungen (PPN619874880)	de
dc.subject.gokfull	Medizinische Psychologie / Medizinische Soziologie / Ethik in der Medizin / Krankenseelsorge / Hospiz - Allgemein- und Gesamtdarstellungen (PPN61987628X)	de
dc.description.embargoed	2017-01-13
dc.identifier.ppn	875159605

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Human- und Zahnmedizin [2871]

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