Teacher leadership is widely thought to be critical to the success of local school improvement efforts. But it’s often unclear what teacher leadership entails, precisely. Supported by district-level staff, and with assistance from a university-based research team (the authors of this article), a group of science teacher leaders created a conceptual framework to guide their work. Teacher leadership, they concluded, involves four main activities: collaborating with teachers, modeling effective instruction, providing resources, and advocating on teachers’ behalf.
ZusammenfassungHintergrund: Durch die Einführung der 5. Novelle der Ärzt-lichen Approbationsordnung (ÄAppO) und ihrer Implementierung in die klinische Ausbildung von Studierenden der Medizin wird vom Gesetzgeber eine intensivierte und verbesserte praktische Ausbildung gefordert. Die Lehre ist wesentlich umfangreicher, praxisorientierter und in kleineren Gruppen am Patienten zu gestalten. Außerdem ist der Lernerfolg dieser praktisch vermittelten Fähigkeiten zu überprüfen. International hat sich zur Überprüfung praktischer Fähigkeiten die Objective Structured Clinical Examination (OSCE) etabliert. Seit dem Wintersemester 2004/05 wird am Universitätsklinikum Freiburg in den Fächern Augenheilkunde und Hals-Nasen-Ohrenheilkunde (HNO) eine OSCE durchgeführt. Methodik: In jedem der beiden Fächer wurden 4 OSCE-Stationen aufgebaut. Bei der Konzeption war es vordringliches Ziel, Fähigkeiten abzuprüfen, die auch in einer Allgemeinarztpraxis von Relevanz sind. Für die einzelnen Stationen standen den Studierenden jeweils 3,5 (HNO) oder 4 (Augenheilkunde) Minuten zur Verfügung. Ergebnisse: Im Vergleich zur Klausur (90,2 % der erreichbaren Höchstpunktzahl) war das durchschnittliche relative Ergebnis der OSCE (95,3 %) in der HNO etwas besser. Im Fach Augenheilkunde wurden beim OSCE im Durchschnitt 88,8 % und bei der Klausur 90,1 % der maximal möglichen Punktzahl erreicht. Bei den Studierenden, die beide Prüfungsteile bestanden hatten, zeigten die relativen Ergebnisse von OSCE und Klausur weder in Augen-noch in HNOHeilkunde eine signifikante Korrelationen. Folgerungen: Die AbstractBackground: Due to the implementation of the 5 th Medical Licensure in Germany an intensified practical training of medical students is mandatory. Practical training has to be much more comprehensive in small groups of students with direct patient contact. As a demand of this new training methods clinical skills have to be controlled in a standardized manner. Internationally, the Objective Structured Clinical Examination (OSCE) is a well established examination method to check for practical skills. At Freiburg Medical School an OSCE has been established in the Departments of Otorhinolaryngology and Ophthalmology in 2004. Methods: Each Department established an OSCE with four different exercises. It was our aim to check for practical skills that are relavant in a Family Medicine practice. The students had 3.5 minutes to complete each ENT exercise and 4.0 minutes for each ophthalmology exercise. Results: Compared to the written examination (90.2 % of the maximal score) the average outcome of the ENT OSCE was slightly better (95.3 %). In Ophthalmology there was an average of 88.8 % for the OSCE and 90.1 % for the written exam. There were no significantly relevant correlations between the outcomes of the written exams and the OSCEs for any subject. Conclusions: The OSCE is a well established tool to evaluate the clinical abilities of medical students. It permits a unique insight into the practical and clinical skills of each individual student. In order to ...
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