The Swiss Catalogue of Learning Objectives

Bloch, René; Bürgi, Hans‐Beat

doi:10.1080/01421590220120759

Cited by 47 publications

(53 citation statements)

References 4 publications

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“…All authors participated in the assessment of indexed citations and developed a list of comparison categories for further analysis. For curricular content comparison, we analyzed competence catalogs at both universities (Bloch and Burgi, 2002;Medical University of Vienna, 2014). They include a list of the main skills that medical students should attain during the course.…”

Section: Methodsmentioning

confidence: 99%

“…It is important to note that the differing methods of teaching communication and empathy are not unique to these two universities. The curriculum of the MUB has been widely adopted across other medical universities in Switzerland and Germany (including the University of Heidelberg), while the MUV curriculum has been adopted across Austria (Bloch and Burgi, 2002;Medical University of Vienna, 2014). Thus, the findings of this particular study could be of interest to curriculum developers in other universities.…”

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confidence: 99%

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An Examination of Communication Skills Curricula across Two European Medical Universities

et al. 2016

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The advancement of communication skills and bedside manner training for medical students is crucial to modern medical curricula. In this study, we compared the curricula of two central European universities, the Medical University of Vienna and the Medical University of Basel. A systematic search of literature was performed identifying nine publications. These sources were used to identify major differences between the curricula. One setting integrates clinical specialty content from seven different specialties into communication training in theory and simulated-based training. The other provides specialized training for psychiatric patients only, strengthening reflective capacity. The first mentioned site implements more frequent Objective Structured Clinical Examinations. The increased frequencies support cumulative learning strategies in content delivery. Furthermore, it allows for repetition of core content which increases students' knowledge and improves their skills'. Elucidating these and other differences and similarities may facilitate targeted improvement of the current communication skills training framework.

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

An Examination of Communication Skills Curricula across Two European Medical Universities

et al. 2016

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“…Ce mode d'évaluation, bien que largement critiqué 1,2,3,4 , s e rt volontiers de support à de nombreuses éva l u a t i o n s tant théoriques que techniques 5,6 . Très utilisée en formation médicale initiale, cette modalité d' é valuation l' e s t aussi en formation médicale continue 7 et dans le domaine de l'éducation des patients 8 .…”

Section: Introductionunclassified

Evaluation de l’efficacité pédagogique immédiate de deux méthodes classiques en formation médicale continue

Llorca

2003

Pédagogie Médicale

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R é s u m é L'efficacité pédagogique des différentes méthodes de formation a ra rement été n t raînement par cas cliniques (B) chez 46 médecins généralistes et spé-cialistes, 3) Comparaison des pro g ressions des généralistes et des spécialistes. Résultats : l'outil utilisé re t ro u ve bien les n i veaux de connaissance présupposés et la stabilité des réponses, confirmant sa validité et sa fiabilité. Les deux méthodes testées sont globalement comparables en termes de pro g ression des connaissances et de satisfaction. Les connaissances testées sont différentes chez les généralistes et les spécialistes. Conclusions : l'utilisation de QCM peut perm e t t re d' é t u d i e r l' é volution immédiate des connaissances bien définies en formation médicale continue. Les méthodes classiquement utilisées semblent comparables en termes d'efficacité pédagogique. Les comportements différents des médecins généralistes et spécialistes plaident pour des formations continues spécifiquement adaptées.Mots clés é valuation ; formation médicale continue ; questions à choix multiples ; QCM ; méthodes pédago-giques, lombalgies. (B method) Su m m a ry The educational efficiency of training method formats has ra rely been systematically studied in continuing medical education. Aim : To compare two methods of continuing graduate medical training in words of educational efficacy, ie in words of cognitive pro g ression (evaluated with multiple choice question test) and of satisfaction (evaluated with numeric analogical scale). Material and methods : L ow back pain was the subject of training. The pro sp e c t i ve compared plan was divided in three steps : 1) Kwnoledge level analysis in 66 participants with presupposed diff e rent initial levels, and analisys of stability of scores, 2) Comparison, with this valided tool, between a classical method of training in brief lectures (A method) and a case-based training

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“…There are also numerous learning objectives catalogues which can be used as guidelines, for example the Swiss Catalogue of Learning Objectives (Bloch & Burgin, 2002) or the Objectives for the Qualifying Examination published by the Medical Council of Canada (WWW_11). The target group is an important piece of metadata to define, because this has a major impact on the level of difficulty of the VP.…”

Section: Metadata Definitionmentioning

confidence: 99%