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Background: The widespread use of mobile devices among students favors the use of mobile learning scenarios at universities. In this study, we explore whether a time- and location-independent variant of a formative progress test has an impact on the students' acceptance, its validity and reliability and if there is a difference in response processes between the two exam conditions., Methods: Students were randomly assigned to two groups of which one took the test free of local or temporal fixations, while the other group took the test at the local testing center under usual examination conditions. Beside the generated test data, such as test score, time-on-test, and semester status, students also evaluated the settings., Results: While there was no significant effect on the test score between the two groups, students in the mobile group spent more time on the test and were more likely to use the help of books or online resources. The results of the evaluation show that the acceptability among students is increased by a mobile version of the formative progress test., Conclusions: The results suggest that the acceptance and motivation to participate in formative tests is enhanced by lifting local and temporal restrictions. The mobile version nonetheless does not have an impact on the students' performance.

Background: The 2002 Medical Licensure Act gave German universities certain freedoms for reforming their medical degree courses. The Medical Faculty of the University of Cologne took advantage of this opportunity and introduced a model study course in the winter semester 2003/04 through §41 of the Medical Licensure Act. One of the main reasons for this was that back then there was an increasing shortage of doctors in clinical curative medicine and GP primary care. This study investigates whether the introduction of the Cologne Model Study Course (MSG) can show stronger interest in curative medical work (especially General Practice) compared to students of the standard degree course (RSG). Methodology: The proof of added value was examined through graduate surveys conducted at the University of Cologne and through the proportion of students who completed the PY elective rotation "General Practice". The students of the standard degree course (start of studies prior to winter semester 2003/2004) were compared with students of the model study course (start of studies from winter semester 2003/04 onwards). Measurements were carried out using descriptive frequency tables and correlation analyzes according to Spearman. Results: The students' interest in curative medicine was already high (91%) even before the model study course was introduced and increased only slightly (to 91.9%). There is also only a slight increase in specialization in General Practice (RSG=5.9% vs. MSG=9.2%). However, selection of rotations in General Practice was significantly increased (RSG=1.9% vs. MSG=3.4%, r=0.046 **, p<0.005). Conclusion: The Cologne Model Study Course in Human Medicine has increased awareness of the subject of General Practice among students through a large number of curricular changes. The fact that only marginal effects can be demonstrated shows once more the strong dependence of choosing General Medicine as a career path on other factors (such as gender or the presence of positive role models) and emphasizes the necessity of promoting General Practice student education not only through increased curricular mapping but by additional innovative concepts to maximize the status of General Practice from the perspective of students., Competing Interests: The authors declare that they have no competing interests., (Copyright © 2019 Zims et al.)

Objective: Due to the increasing degree of internationalization and migration movements, German universities must increasingly pay attention to the cultural diversity of their students. Numerous studies have shown that there is still considerable room for improvement at German universities with regard to the integration of foreign students. Therefore, the University of Cologne aims at improving study conditions for students from third countries (especially non-EU) by introducing a compulsory study entry semester Studienstart International . In this study, we ask if effects on the dropout rates of international students before the introduction of Studienstart International can be observed after the introduction of the study entry semester. In addition, results of a survey of foreign students about familiarizing themselves with the German university educational system and on social contacts with fellow students are presented. Methods: After a one-year voluntary pilot phase in summer semester 2009 and winter semester 2009/10, Studienstart International was made compulsory for Non-EU students in preparation for the study of human medicine. 113 students of the human medicine degree program have taken part in this program since the beginning of winter semester 2016/17. The comparison of dropout rates before and after the introduction of Studienstart International as well as the results from a survey of foreign students are presented descriptively. Statistical significance of the difference in dropout rates between the two groups of students is tested using a Chi 2 -test. Results: The dropout rates of foreign students fell slightly from 19% to 14% following the introduction of the mandatory study entry semester, but this difference is not statistically significant (Chi 2 =0.785, df=1, p=0.376). According to the survey, almost three-quarters of foreign students have contact with German fellow students at the university, 55% of whom report daily contact. 68% of respondents have contact with German fellow students outside the university. 97% feel they are well prepared for the degree course and 91% say they know where to go with questions and problems during their studies. Conclusion: With the introduction of the compulsory study entry semester Studienstart International , the University of Cologne aims at improving integration of foreign students. Although dropout rates could not be significantly reduced, survey results suggest that Studienstart International can certainly support international students. Reliable statements on the success of the study cannot yet be made due to the small number of cases. A follow-up study will deal with this question.

Background: Students' motivation to participate is one of the main challenges in formative assessment. The utility framework identifies potential points of intervention for improving the acceptance of formative assessment [Van Der Vleuten C. 1996. The assessment of professional competence: Developments, research and practical implications. Adv Health Sci Educ 1(1):41-67]. At the Medical Faculty of the University of Cologne, the paper-based version of the Berlin Progress Test has been transformed into computer-based version providing immediate feedback., Aim: To investigate whether the introduction of computer-based assessment (CBA) enhances the acceptance of formative assessment relative to paper-based assessment (PBA)., Methods: In a retrospective cohort study (PBA: N = 2597, CBA: N = 2712), students' overall acceptance of the two forms of assessment was surveyed, their comments were analyzed, and we analyzed their test behavior and categorized students into "serious" or "non-serious" test takers., Results: In the preclinical phase of medical education, no differences were found in overall acceptance of the two forms of assessment (p > 0.05). In the clinical phase, differences in favor of CBA were found in overall acceptance (p < 0.05), the proportion of positive comments (p < 0.001), and the proportion of serious participants (p < 0.001)., Conclusions: Introduction of immediate feedback via CBA can enhance the acceptance and therefore the utility of formative assessment.