title: Feedback promotes learning success! Which kind of feedback for the faculty is given by an interdisciplinary OSCE with focus on decision-making?
abstract: Clinical skills such as history taking, diagnostic reasoning, therapy planning, and giving advice are even more complex than practical skills like lung auscultation and have to be applied in complex clinical situations. We judged this competence in an interdisciplinary formative OSCE conducted with students of Marburg University. Results of 218 students passing 643 OSCE stations composed of 37 different scenarios were analyzed. As a competence based examination that reflects the practical skills gained during clinical training, the here presented analysis serves also as a feedback instrument for clinical teachers, their respective disciplines and the medical faculty as a whole.
authors: Universität Marburg, Fachbereich Medizin, Dr. Reinfried Pohl-Zentrum für medizinische Lehre (RPZ), Marburg, Germany.
authors: Tina
authors: T
authors: Stibane
authors: Universität Marburg, Dekanat Medizin, Marburg, Germany.
authors: Helmut
authors: H
authors: Sitter
authors: Praxis für Allgemeinmedizin, Braunfels, Germany.
authors: Despina
authors: D
authors: Neuhof
authors: ehem. Universität Marburg, Fachbereich Medizin, Dr. Reinfried Pohl-Zentrum für medizinische Lehre (RPZ), Marburg, Germany.
authors: Helena
authors: H
authors: Wiechens
authors: Universität Marburg, Fachbereich Medizin, Dr. Reinfried Pohl-Zentrum für medizinische Lehre (RPZ), Marburg, Germany.
authors: Andrea
authors: A
authors: Schönbauer
authors: Universität Marburg, Abteilung für Allgemeinmedizin, Präventive und Rehabilitative Medizin, Marburg, Germany.
authors: Stefan
authors: S
authors: Bösner
authors: Universität Marburg, Abteilung für Allgemeinmedizin, Präventive und Rehabilitative Medizin, Marburg, Germany.
authors: Erika
authors: E
authors: Baum
mesh_terms: D002983:Clinical Competence; D004521:Educational Measurement; D005178:Faculty; D005246:Feedback; D006801:Humans; D007858:Learning
keywords: competency-based assessment; faculty development; feedback-role of assessment; medical education