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  • 2015-2019  (68)
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  • 1
    Call number: QZ350:403
    Keywords: Lymphoma, Non-Hodgkin ; Lymphoma, Non-Hodgkin / therapy
    Pages: vi, 344 p. : ill.
    ISBN: 9783319131498
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  • 2
    Keywords: Mathematics ; Mathematics Education ; History of Mathematical Sciences ; International and Comparative Education ; Springer eBooks
    Description / Table of Contents: Chapter 1. European Didactic Traditions in Mathematics: Introduction and Overview -- Chapter 2. The French Didactic Tradition in Mathematics -- Chapter 3. Didactics of mathematics in the Netherlands -- Chapter 4. The Italian Didactic Tradition.-Chapter 5. The German Speaking Didactic Tradition -- Chapter 6. Didactics of Mathematics as a Research Field in Scandinavia -- Chapter 7. Czech and Slovak Research in Didactics of Mathematics Tradition and a Glance at Present State
    Abstract: This open access book discusses several didactic traditions in mathematics education in countries across Europe, including France, the Netherlands, Italy, Germany, the Czech and Slovakian Republics, and the Scandinavian states. It shows that while they all share common features both in the practice of learning and teaching at school and in research and development, they each have special features due to specific historical and cultural developments. The book also presents interesting historical facts about these didactic traditions, the theories and examples developed in these countries
    Pages: V, 212 p. 28 illus., 10 illus. in color. : online resource.
    ISBN: 9783030055141
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  • 3
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    German Medical Science GMS Publishing House; Düsseldorf
    In:  26. Jahrestagung der Regionalgesellschaft der Augenärzte Sachsen-Anhalts und Thüringens; 20180831-20180901; Erfurt; DOC18sath11 /20180903/
    Publication Date: 2018-09-04
    Keywords: ddc: 610
    Language: German
    Type: conferenceObject
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  • 4
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    German Medical Science GMS Publishing House; Düsseldorf
    In:  63. Jahrestagung der Deutschen Gesellschaft für Medizinische Informatik, Biometrie und Epidemiologie e.V. (GMDS); 20180902-20180906; Osnabrück; DOCAbstr. 235 /20180827/
    Publication Date: 2018-08-29
    Keywords: Medizinische Informatik ; Biometrie ; Medizinische Dokumentation ; ddc: 610
    Language: German
    Type: conferenceObject
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  • 5
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    German Medical Science GMS Publishing House; Düsseldorf
    In:  24. Jahrestagung der Regionalgesellschaft der Augenärzte Sachsen-Anhalts und Thüringens; 20160902-20160903; Halle/Saale; DOC16sath55 /20160829/
    Publication Date: 2016-08-29
    Keywords: ddc: 610
    Language: German
    Type: conferenceObject
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  • 6
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    German Medical Science GMS Publishing House; Düsseldorf
    In:  30. Kongress der Deutschsprachigen Gesellschaft für Intraokularlinsen-Implantation, Interventionelle und Refraktive Chirurgie (DGII); 20160211-20160213; Mannheim; DOC16dgii035 /20160301/
    Publication Date: 2016-03-02
    Keywords: ddc: 610
    Language: German
    Type: conferenceObject
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  • 7
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    German Medical Science GMS Publishing House; Düsseldorf
    In:  23. Jahrestagung der Gesellschaft der Augenärzte Sachsen-Anhalts und Thüringens; 20150904-20150905; Suhl; DOC15sath22 /20150903/
    Publication Date: 2015-09-04
    Keywords: ddc: 610
    Language: German
    Type: conferenceObject
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  • 8
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    German Medical Science GMS Publishing House; Düsseldorf
    In:  86. Jahresversammlung der Deutschen Gesellschaft für Hals-Nasen-Ohren-Heilkunde, Kopf- und Hals-Chirurgie; 20150513-20150516; Berlin; DOC15hnod312 /20150326/
    Publication Date: 2015-03-27
    Keywords: ddc: 610
    Language: German
    Type: conferenceObject
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  • 9
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    German Medical Science GMS Publishing House; Düsseldorf
    In:  29. Kongress der Deutschsprachigen Gesellschaft für Intraokularlinsen-Implantation, Interventionelle und Refraktive Chirurgie (DGII); 20150226-20150228; Karsruhe; DOC15dgii036 /20150225/
    Publication Date: 2015-02-26
    Keywords: ddc: 610
    Language: German
    Type: conferenceObject
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  • 10
    Publication Date: 2015-11-16
    Description: Objectives: Increasingly, communicative competencies are becoming a permanent feature of training and assessment in German-speaking medical schools (n=43; Germany, Austria, Switzerland - "D-A-CH"). In support of further curricular development of communicative competencies, the survey by the "Communicative and Social Competencies" (KusK) committee of the German Society for Medical Education (GMA) systematically appraises the scope of and form in which teaching and assessment take place.Methods: The iterative online questionnaire, developed in cooperation with KusK, comprises 70 questions regarding instruction (n=14), assessment (n=48), local conditions (n=5), with three fields for further remarks. Per location, two to three individuals who were familiar with the respective institute's curriculum were invited to take part in the survey.Results: Thirty-nine medical schools (40 degree programmes) took part in the survey. Communicative competencies are taught in all of the programmes. Ten degree programmes have a longitudinal curriculum for communicative competencies; 25 programmes offer this in part. Sixteen of the 40 programmes use the Basler Consensus Statement for orientation. In over 80% of the degree programmes, communicative competencies are taught in the second and third year of studies. Almost all of the programmes work with simulated patients (n=38) and feedback (n=37). Exams are exclusively summative (n=11), exclusively formative (n=3), or both summative and formative (n=16) and usually take place in the fifth or sixth year of studies (n=22 and n=20). Apart from written examinations (n=15) and presentations (n=9), practical examinations are primarily administered (OSCE, n=31); WPA (n=8), usually with self-developed scales (OSCE, n=19). With regards to the examiners' training and the manner of results-reporting to the students, there is a high variance.Conclusions: Instruction in communicative competencies has been implemented at all 39 of the participating medical schools. For the most part, communicative competencies instruction in the D-A-C-H region takes place in small groups and is tested using the OSCE. The challenges for further curricular development lie in the expansion of feedback, the critical evaluation of appropriate assessment strategies, and in the quality assurance of exams.
    Description: Zielsetzung: An deutschsprachigen medizinischen Fakultäten (n=43, Deutschland, Österreich, Schweiz; (D-A-CH)) sind kommunikative Kompetenzen zunehmend fest in Lehre und Prüfungen verankert. Zur Unterstützung der weiteren curricularen Entwicklung bezüglich kommunikativer Kompetenzen arbeitet die Umfrage des GMA Ausschusses "Kommunikative und soziale Kompetenzen" (KusK) systematisch auf, in welchem Umfang und in welcher Form unterrichtet und geprüft wird.Methodik: Der iterativ in Zusammenarbeit mit "KusK" entwickelte Onlinefragebogen umfasst 70 Fragen zu Unterricht (n=14), Prüfungen (n=48), lokalen Bedingungen (n=5) und drei Felder für sonstige Anmerkungen. Pro Standort wurden zwei bis drei Personen, die mit dem Curriculum vor Ort vertraut sind, zur Teilnahme an der Umfrage eingeladen.Ergebnisse: Es beteiligten sich 39 medizinische Fakultäten (40 Studiengänge) an der Umfrage. In allen Studiengängen werden kommunikative Kompetenzen unterrichtet. Zehn Studiengänge haben ein longitudinales Curriculum für kommunikative Kompetenzen, in 25 Studiengängen existiert dies teilweise. 16 der 40 Studiengänge orientieren sich am Baseler Consensus Statement. In über 80 % der Studiengänge werden kommunikative Kompetenzen im zweiten und dritten Studienjahr unterrichtet. Fast alle arbeiten mit Simulationspatienten (n=38) und Feedback (n=37). Geprüft wird nur summativ (n=11), nur formativ (n=3) und sowohl summativ als auch formativ (n=16). Am häufigsten wird im vierten bzw. fünften Studienjahr geprüft (n=22 bzw. n=20). Neben schriftlichen Tests (n=15) und Referaten (n=9) sind vor allem praktische Prüfungen implementiert (OSCE (n=31); WPA (n=8)), meist mit selbst entwickelten Beurteilungsskalen (OSCE: n=19). Bezüglich der Schulungen der Prüfer sowie der Art und Weise der Ergebnisrückmeldung an Studierende besteht eine hohe Varianz.Schlussfolgerung: Der Unterricht von kommunikativen Kompetenzen wurde an allen beteiligten 39 medizinischen Fakultäten implementiert. Kommunikative Kompetenzen werden in medizinischen Curricula in D-A-CH überwiegend in kleinen Gruppen unterrichtet und mittels OSCE geprüft. Herausforderungen für die weitere curriculare Entwicklung liegen im Ausbau von Feedback, der kritischen Überprüfung von geeigneten Assessmentstrategien und in der Qualitätssicherung der Prüfungen.
    Keywords: medical studies ; communicative competencies ; instruction ; assessment ; longitudinal curriculum ; Medizinstudium ; kommunikative Kompetenzen ; Unterricht ; Prüfungen ; longitudinales Curriculum ; ddc: 610
    Language: English
    Type: article
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