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2. Classroom teaching with simulated patients during COVID-19: the communication skills course in the second year of the model medical curriculum HannibaL

Author

von Lengerke, Thomas, Afshar, Kambiz, Just, Ingo, and Lange, Karin

Subjects
simulated patients, communication and social skills, doctor-patient communication, medical education, hygiene, covid-19, Special aspects of education, LC8-6691, Medicine
Abstract

Objective: In the spring of 2020 in response to the COVID-19 pandemic, the question arose at Hannover Medical School as to how simulated patients (SP) could still be utilized in the communication course that is part of the module “Diagnostic methods” taught in the second year of the model medical curriculum known as HannibaL.Methods: This short report summarizes the process of implementing the utilization of SP in analog classroom teaching and describes the relevant results on the concluding Objective Structured Clinical Examination (OSCE) in comparison to the previous year. Results: Overall, the analog SP deployments were practicable under local conditions and in compliance with precautionary measures to curb the risk of infection, whereby the OSCE scores did not deviate significantly from those in the prior year. Conclusion: During the COVID-19 pandemic and perhaps other epidemics as well, it will continue to be important in the future to make locally adapted, purpose-oriented, and preventively effective decisions regarding university didactics in undergraduate studies.

Published
2020
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3. Consensus guidance for monitoring individuals with islet autoantibody-positive pre-stage 3 type 1 diabetes

Author

Phillip, Moshe, Achenbach, Peter, Addala, Ananta, Albanese-O’Neill, Anastasia, Battelino, Tadej, Bell, Kirstine J., Besser, Rachel E. J., Bonifacio, Ezio, Colhoun, Helen M., Couper, Jennifer J., Craig, Maria E., Danne, Thomas, de Beaufort, Carine, Dovc, Klemen, Driscoll, Kimberly A., Dutta, Sanjoy, Ebekozien, Osagie, Larsson, Helena Elding, Feiten, Daniel J., Frohnert, Brigitte I., Gabbay, Robert A., Gallagher, Mary P., Greenbaum, Carla J., Griffin, Kurt J., Hagopian, William, Haller, Michael J., Hendrieckx, Christel, Hendriks, Emile, Holt, Richard I. G., Hughes, Lucille, Ismail, Heba M., Jacobsen, Laura M., Johnson, Suzanne B., Kolb, Leslie E., Kordonouri, Olga, Lange, Karin, Lash, Robert W., Lernmark, Åke, Libman, Ingrid, Lundgren, Markus, Maahs, David M., Marcovecchio, M. Loredana, Mathieu, Chantal, Miller, Kellee M., O’Donnell, Holly K., Oron, Tal, Patil, Shivajirao P., Pop-Busui, Rodica, Rewers, Marian J., Rich, Stephen S., Schatz, Desmond A., Schulman-Rosenbaum, Rifka, Simmons, Kimber M., Sims, Emily K., Skyler, Jay S., Smith, Laura B., Speake, Cate, Steck, Andrea K., Thomas, Nicholas P. B., Tonyushkina, Ksenia N., Veijola, Riitta, Wentworth, John M., Wherrett, Diane K., Wood, Jamie R., Ziegler, Anette-Gabriele, and DiMeglio, Linda A.

Published
2024
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5. Correction to: Consensus guidance for monitoring individuals with islet autoantibody‑positive pre‑stage 3 type 1 diabetes

Author

Phillip, Moshe, Achenbach, Peter, Addala, Ananta, Albanese‑O’Neill, Anastasia, Battelino, Tadej, Bell, Kirstine J., Besser, Rachel E. J., Bonifacio, Ezio, Colhoun, Helen M., Couper, Jennifer J., Craig, Maria E., Danne, Thomas, de Beaufort, Carine, Dovc, Klemen, Driscoll, Kimberly A., Dutta, Sanjoy, Ebekozien, Osagie, Larsson, Helena Elding, Feiten, Daniel J., Frohnert, Brigitte I., Gabbay, Robert A., Gallagher, Mary P., Greenbaum, Carla J., Griffin, Kurt J., Hagopian, William, Haller, Michael J., Hendrieckx, Christel, Hendriks, Emile, Holt, Richard I. G., Hughes, Lucille, Ismail, Heba M., Jacobsen, Laura M., Johnson, Suzanne B., Kolb, Leslie E., Kordonouri, Olga, Lange, Karin, Lash, Robert W., Lernmark, Åke, Libman, Ingrid, Lundgren, Markus, Maahs, David M., Marcovecchio, M. Loredana, Mathieu, Chantal, Miller, Kellee M., O’Donnell, Holly K., Oron, Tal, Patil, Shivajirao P., Pop‑Busui, Rodica, Rewers, Marian J., Rich, Stephen S., Schatz, Desmond A., Schulman‑Rosenbaum, Rifka, Simmons, Kimber M., Sims, Emily K., Skyler, Jay S., Smith, Laura B., Speake, Cate, Steck, Andrea K., Thomas, Nicholas P. B., Tonyushkina, Ksenia N., Veijola, Riitta, Wentworth, John M., Wherrett, Diane K., Wood, Jamie R., Ziegler, Anette‑Gabriele, and DiMeglio, Linda A.

Published
2024
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7. Das Gesprächsführungspraktikum im 2. Studienjahr des Modellstudiengangs HannibaL: Eine Evaluation mittels Selbsteinschätzungen der Studierenden [The communication skills course for second year medical students at Hannover Medical School: An evaluation study based on students' self-assessments]

Author

von Lengerke, Thomas, Kursch, Angelika, and Lange, Karin

Subjects
Doctor-Patient Communication, Undergraduate Medical Education, Medical History Taking, Diagnosis Disclosure, Health Communication, Arzt-Patient-Gesprächsführung, Ausbildung im Medizinstudium, Anamneseerhebung, Diagnosemitteilung, Gesundheitskommunikation, Special aspects of education, LC8-6691, Medicine (General), R5-920
Abstract

[english] In the model medical curriculum HannibaL at Hannover Medical School (MHH, Hannover, Germany), communication skills in taking case histories and disclosing diagnoses (breaking bad news) are assessed through an objective structured clinical examination (OSCE). This is part of the examinations which at the MHH represent the equivalent to the First Part of the Medical Examinations. The second year doctor-patient communication course preparing for these examinations was evaluated during the 2009/10 academic year.Using questionnaires specific to the learning objectives, learning needs were assessed, pre-post comparisons of self-assessed competencies were performed and key teaching methods were evaluated (5-point Likert scales, “5”=fully agree). At T0 (start of the course) 267 students participated (response rate: 93.7%), of which 180 filled out the T1 questionnaire during the last session of the course (67.4%). Within-subject analyses of variance and paired t-tests were conducted.The highest learning needs were found for the “to show how”-items regarding history taking and disclosing diagnoses (M=4.4). The T1-T0 comparisons showed the greatest improvements for history taking (“to know how”: mean difference = +1.7, “to show how”: +1.8, p[german] Im MHH-Modellstudiengang HannibaL werden Gesprächsführungskompetenzen für Anamneseerhebung und Diagnosemitteilung durch eine Objective Structured Clinical Examination (OSCE) geprüft, die Teil der dem Ersten Abschnitt der Ärztlichen Prüfung äquivalenten Prüfungen sind. Das vorbereitende Gesprächsführungspraktikum im 2. Studienjahr wurde 2009/10 evaluiert.Mittels lernzielspezifischer Fragebogen wurden der Lernbedarf erhoben, Vorher-Nachher-Vergleiche der selbsteingeschätzten Kompetenzen durchgeführt und zentrale Lehrmethoden bewertet (5-Punkt-Likertskalen, „5“=hohe Ausprägung). Zu T0 (Beginn des Praktikums) nahmen 267 Studierende teil (Teilnahmerate: 93,7%), von denen 180 den T1-Fragebogen beim letzten Praktikumstermin ausfüllten (67,4%). Es wurden Varianzanalysen mit Messwiederholungsfaktor und T-Tests für verbundene Stichproben durchgeführt. Die höchsten Lernbedarfe zeigten sich bei den „to show how“-Items zu Anamneseerhebung und Diagnosemitteilung (M=4,4). Die T1-T0-Vergleiche zeigten die größten Verbesserungen bei den anamnesespezifischen Items („to know how“: Mittelwertsdifferenz=+1,7, „to show how“:+1,8, p

Published
2011
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20. The Collaborative Development of Active Learning at Loyola University Chicago as Part of the Seminal Network

Author

Lange, Karin E., Deiger, Megan, Bourque, Matthew, Tingley, Peter, Peters, Emily, Jordan, Laurie E., and Giaquinto, Anthony

Abstract

In the context of national collaborative efforts to increase the prevalence of active learning strategies in undergraduate precalculus and calculus classrooms, we discuss the context, strategy, and processes used at one university to create change within a mathematics department. We highlight the use of a unified active learning approach and the importance of collaborative practices as leverage for departmental change. We conclude with lessons learned from the first year of implementation.

Published
2021
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26. Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge

Author

Newton, Kristie J., Lange, Karin, and Booth, Julie L.

Abstract

Psychologists and mathematics educators have long viewed flexibility as critical to students' mathematical development. In this paper, we focused on the multidimensional nature of flexibility to better understand how preference, knowledge, and use of effective methods for solving algebra problems are related. In Study 1, we identified research-based aspects of flexibility with algebra and assessed students on them following a two-step equations unit. Results indicated that certain aspects of flexibility develop prior to others and that prior knowledge of algebra plays a significant role in that development. Study 2 confirmed and elaborated on these results using a larger sample size. Implications for theory and for supporting flexibility in classrooms are discussed.

Published
2020
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32. Psychosocial care and diabetes

Author

Kulzer, Bernhard, primary, Albus, Christian, additional, Herpertz, Stephan, additional, Kruse, Johannes, additional, Lange, Karin, additional, Lederbogen, Florian, additional, and Petrak, Frank, additional

Published
2024
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37. Connected through Content: Chicago Teachers Partner with Loyola University to Build a Math and Science Learning Community

Author

Jacobi, Julie A., Stults, Sarah E., Shefner, Rachel, Lange, Karin E., Abraham, Nayantara S., and Deiger, Megan

Abstract

Policymakers and the public are increasingly asking educators to approach instruction from a STEM perspective, integrating science, technology, engineering, and mathematics to prepare students for future careers. At the same time, administrators are directing teachers to make learning more communal and student-driven, emulating the workforce students will likely enter. Often there is no specific training or support for the teachers who lead these STEM-oriented, collaborative classrooms. A 2013 report issued by the Chicago STEM Education Consortium noted that one fundamental challenge is the absence of a clear and common definition of STEM education (C-STEMEC, 2013). This article defines the the goal of the authors as building a cohort of K-8 teachers who can engage their students as mathematical and scientific thinkers. Two questions drove their work: (1) How to get teachers to collaborate around STEM education in a meaningful way; and (2) How to create a common understanding of what science and math integration looks like in the classroom? An Illinois State Board of Education Math and Science Partnership Program grant allowed the authors to explore these questions through a Practices in Mathematics and Science: Connections and Collaboration project.

Published
2019

38. Evaluation of a Generic Patient Education Program in Children with Different Chronic Conditions

Author

Menrath, Ingo, Ernst, Gundula, Lange, Karin, Eisemann, Nora, Szczepanski, Ruediger, Staab, Doris, Degner, Mareike, and Thyen, Ute

Abstract

For frequent pediatric chronic conditions, especially less common chronic conditions patient education programs are missing. A recently developed modular patient education approach (ModuS) combines disease-specific modules with generic psychosocial topics. ModuS was associated with increased disease-specific knowledge and improvements in families' well-being in children with asthma. In this study we tested if new developed ModuS programs for seven, mostly less common, chronic conditions show comparable program-associated effects. ModuS education programs were offered to the affected child and its parents. Disease-specific knowledge, children's health-related quality of life, life satisfaction and condition-specific burden were measured before, directly following and 6 weeks after participation in the program. The results were compared with families who received a ModuS asthma program. One hundred and sixty-eight children participated. Families were highly satisfied with the programs. Program participation was associated with increased families' knowledge, children`s self-reported health-related quality of life and reduced condition-specific burden. The results were comparable with the results of 230 families who participated in a ModuS asthma program. The ModuS approach allowed the development of patient education programs for children with a variety of chronic conditions. Therefore, ModuS closed an important healthcare gap. [Co-written with the ModuS Study Group.]

Published
2019
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45. Differentiating Instruction: Providing the Right Kinds of Worked Examples for Individual Students

Author

Society for Research on Educational Effectiveness (SREE), Booth, Julie L., Koedinger, Kenneth R., Newton, Kristie J., and Lange, Karin E.

Abstract

A plethora of laboratory studies have shown that including the study of worked examples during problem-solving practice improves learning (Sweller, 1999; Sweller & Cooper, 1985). While most worked-example research focuses on the use of correct examples, recent work suggests that asking children to explain a combination of correct and incorrect examples can be even more effective (e.g., Siegler & Chen, 2008). The combination of correct and incorrect examples has been shown to lead to improvements in both conceptual understanding and procedural skill in Algebra compared with procedural practice alone (Booth et al., in revision). It seems clear that both types of support are necessary, but what if extra support for knowledge construction is achieved through other types of innovative classroom practice? In that case, would it still be optimal to provide a combination of correct and incorrect examples, or would providing incorrect examples alone suffice for improving student learning? In the present study, the researchers test the contribution of correct vs. incorrect examples in the context of such support for knowledge construction--guided problem-solving practice with the Cognitive Tutor, a self-paced intelligent tutor system which provides students with feedback and hints as they practice (Koedinger, Anderson, Hadley, & Mark, 1997). Sixty-four eighth-grade Algebra I students (29 females, 35 males) at a mid-western middle school participated. This study was the first to test whether a combination of correct and incorrect examples is more beneficial than incorrect examples alone. The study's findings suggest that receiving incorrect examples can be beneficial regardless of whether it is paired with correct examples. This finding is especially important to note because when examples are used in classrooms and in textbooks, they are most frequently correctly solved examples. One figure is appended.

Published
2013

46. Using Example Problems to Improve Student Learning in Algebra: Differentiating between Correct and Incorrect Examples

Author

Booth, Julie L., Lange, Karin E., Koedinger, Kenneth R., and Newton, Kristie J.

Abstract

In a series of two in vivo experiments, we examine whether correct and incorrect examples with prompts for self-explanation can be effective for improving students' conceptual understanding and procedural skill in Algebra when combined with guided practice. In Experiment 1, students working with the Algebra I Cognitive Tutor were randomly assigned to complete their unit on solving two-step linear equations with the traditional Tutor program (control) or one of three versions which incorporated examples; results indicate that explaining worked examples during guided practice leads to improved conceptual understanding compared with guided practice alone. In Experiment 2, a more comprehensive battery of conceptual and procedural tests was used to determine which type of example is most beneficial for improving different facets of student learning. Results suggest that incorrect examples, either alone or in combination with correct examples, may be especially beneficial for fostering conceptual understanding. (Contains 3 tables, 4 figures, and 1 footnote.) [A version of this paper was published in "Learning and Instruction," v25 p24-34 Jun 2013.]

Published
2013

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