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Unterrichtsqualität wird häufig über Urteile von Externen erfasst. Mit Blick auf die Güte dieser Urteile stellt sich die Frage, ob diese aufgrund von Darbietungsmodalitäten sowie individuellen Faktoren systematisch verzerrt sein können. In der vorliegenden Studie wurden daher der Einfluss der Reihenfolge von Unterrichtsvideos mit unterschiedlichen Qualitätsniveaus sowie von individuellen Faktoren wie Vorerfahrung und mentaler Zustand (Müdigkeit) auf Unterschiede in den Urteilen und Interaktionen untersucht. Hierfür wurden N = 69 Studierende zu drei Versuchsgruppen zugeordnet, die zwei zehnminütige Videos in variierender Reihenfolge der Qualitätsniveaus präsentiert bekamen: Gruppe A (niedrig/mittel), B (mittel/hoch) und C (hoch/mittel). Die Analysen zeigten Unterschiede in den mittleren Ratings aufgrund der Reihenfolge sowie der Vorerfahrung und der Müdigkeit. Überdies wurden Interaktionen zwischen der experimentellen Bedingung und der Müdigkeit identifiziert. Die Ergebnisse wiesen auf Verzerrungen der Urteile von Externen hin, besonders im Bereich Motivierung. Konsequenzen für die Interpretation und Durchführung von videogestützten Unterrichtsqualitätsstudien werden diskutiert., Ratings of external observers are often used for measuring instructional quality. These ratings can be influenced by the order of presentation and individual characteristics such as observers’ experience and mental state (tiredness). The present study examined the influence of the presentation order of videos with varying levels of teaching quality and of individual factors such as previous experience and mental state (tiredness) on differences in observer ratings and interactions. Therefore, N = 69 students were assigned to three experimental groups. In each group, two videos of ten minutes length were presented in varying order of teaching quality: group A (low/medium), B (medium/high), and C (high/medium). Analyses showed significant differences in the ratings, depending on the sequential order, the observers’ experience, and observers’ tiredness. An interaction was found between experimental condition and observers’ tiredness. Results suggest a bias of external judgements, especially concerning motivational quality. Consequences for interpretation and implementation of video-based studies measuring teaching quality are discussed., Zeitschrift für Erziehungswissenschaft;25(6)

Background Functional movement disorders (FMD) are associated with considerable morbidity and impairment of quality of life. Specialized treatment is scarce and data on efficacy of different therapies are limited. Objective To evaluate a multi‐modal inpatient treatment program for patients with FMD. Methods Thirty‐one patients with FMD were analyzed before (t1) and after multi‐modal inpatient treatment (t2) by a blinded video rating using the Psychogenic Movement Disorder Rating Scale (PMDRS), the simplified Functional Movement Disorder Rating Scale (S‐FMDRS), and the Clinical Global Impression Scale of Severity (CGI‐S), as well as patients' self‐rating. In 23 out of 31 patients a 5 months follow‐up investigation was performed (t3). Wilcoxon signed‐rank test and Friedman test were used for rating scale and self‐rating comparisons over time. Spearman correlation was used for correlation of symptom improvement and clinical characteristics. Results Video rating revealed significant reduction of scores after therapy (median PMDRS t1 = 24, t2 = 8, P = 0.0006; S‐FMDRS t1 = 11, t2 = 4, P = 0.008; CGI‐S t1 = 4, t2 = 3, P = 0.000136) with sustained score decrease in follow‐up evaluations (PMDRS t1 = 31, t2 = 8, t3 = 7, P = 0.000032; S‐FMDRS t1 = 12, t2 = 4, t3 = 3, P = 0.000888; CGI‐S t1 = 4, t2 = 3, t3 = 3, P = 0.000032). Patients reported a stable reduction of symptoms in the self‐rating (CGI‐S t1 = 5, t2 = 4, t3 = 4, P = 0.016). Age correlated with treatment response with older patients showing better improvement, but disease duration did not correlate with outcome. Patients who suffered from physical trauma, sexual or physical abuse had smaller score reductions. Conclusion Blinded video and self‐rating assessment showed significant score reduction in patients with FMD after an individualized interdisciplinary inpatient intervention.

Background Musician’s Dystonia (MD) by impaired or complete loss of fine motor control in extensively trained movements at the instrument. In pianists, it frequently leads to involuntary flexion or extension of one or more fingers. Treatment remains challenging, although local injections with Botulinum toxin, anticholinergic medication and pedagogical retraining seem to be helpful in individual cases. Evaluation of therapies however is frequently hampered by lack of practicability, or validity. This retrospective observational study aims to assess the long-term development of MD and efficacy of therapies in keyboard players by means of a simple video-rating procedure by informed expert raters. Methods Video rating is characterisedwas done by 6 carefully instructed pianists, rating a total of 266 videos from 80 patients, recorded over a period of almost 20 years. These showed the affected hand playing a C-major scale as “regularly” as possible at a moderate tempo on a grand piano. Raters assessed the acoustic irregularity of scale playing and any visible movement impairment on visual analogue scales. Influence of patient-specific factors including applied treatment was estimated in a Bayesian multilevel beta regression. Results For ratings of irregularity and impairment intra-rater reliability was strong and inter-rater concordance was moderate. The average estimated improvement across all therapies was 14% in irregularity and 15% in impairment. Highest improvement rates in ratings of irregularity were found after the combined treatment with Botulinum toxin and Trihexyphenidyl (45%) as well as in retraining (29% improvement) as single therapy. In ratings of impairment the highest improvement was shown for retraining in combination with Trihexyphenidyl (36% improvement) as well as retraining as single therapy (23%). Conclusions This study provides a new perspective on the course of MD in keyboard players in a larger cohort using methods other than self-report. Video rating of scale-playing was shown to be a reliable and useful method to evaluate MD in keyboard players. Average improvement rates were different to previous studies using patient-subjective questionnaires. Treatment options showed different effects in the two rating criteria, with retraining showing the highest improvement rates in single and combined use.

Präsentationskompetenz ist eine Schlüsselkompetenz in der Wissensgesellschaft des 21. Jahrhunderts. Sowohl in der Schule als auch im Arbeitsleben stehen Menschen vor der Aufgabe zu präsentieren, das heißt Wissen mediengestützt und mündlich an ein Publikum weiterzugeben. Allerdings wird bei jungen Erwachsenen häufig ein Mangel an Präsentationskompetenzen konstatiert. Deshalb ist eine Förderung von Präsentationskompetenz schon in der Sekundarstufe von zentraler Bedeutung. Daran anknüpfend adressiert diese Dissertation mit ihren drei Studien folgende Forschungsschwerpunkte. Studie 1 widmet sich der Erfassung der Präsentationskompetenz von Sekundarstufenschüler*innen durch die Entwicklung des Tübinger Instruments für Präsentationskompetenz (TIP). Studie 2 zielt auf Einflussfaktoren, die in Verbindung mit der Präsentationskompetenz stehen. Sie betrachtet, inwiefern Persönlichkeitsfaktoren der Schüler*innen mit deren Präsentationskompetenz zusammenhängen. Studie 3 untersucht die Effekte eines extracurricularen Präsentationstrainings, das im Rahmen des nationalen, von der Kultusministerkonferenz empfohlenen Schülerwettbewerbs Jugend präsentiert durchgeführt wurde. Dazu wurde ein Wartekontrollgruppendesign mit Prä- und Postmessung verwendet. Übergeordnet verfolgt die Dissertation einen interdisziplinären Ansatz, indem Theorien und Ansätze der Rhetorik und der Empirischen Bildungsforschung verknüpft werden. Aus den Ergebnissen der drei Studien werden Implikationen für die Forschung und die Bildungspraxis abgeleitet. Betreuer der Dissertation: Prof. Dr. Olaf Kramer, Prof. Dr. Ulrich Trautwein, Prof. Dr. Benjamin Fauth Presentation competence is a core competence in knowledge societies of the 21st century. Individuals face presentation tasks, i.e., transferring knowledge in front of an audience by the use of visual aids, throughout their school career and many different working contexts. In light of students’ poor level of presentation competence upon university entry and at the beginning of their professional careers, there is a need for earlier and broad promotion of presentation competence in secondary schools. The three studies of the dissertation focus on three research areas, relevant for secondary school students’ presentation competence: i) Assessment of presentation competence of secondary school students by developing the Tübingen Instrument for Presentation Competence (TIP), ii) influencing factors on presentation competence by examining the relationship between secondary school students’ personality traits and presentation competence, and iii) the promotion of presentation competence by evaluating an extracurricular presentation training–embedded in the context of Youth Presents, a national presentation contest for secondary school students in Germany–by using a wait-list control group design with pretest and posttest. This dissertation extends the perspective on presentation competence by focusing on secondary school students and applying an interdisciplinary lens–linking the disciplines of rhetoric and educational research. Implications for research and educational practice are derived.

Background: There is an increasing need for objective and validated educational concepts. This holds especially true for surgical procedures like chest tube insertion (CTI). Thus, we developed an instrument for objectification of learning successes: the assessment scale based on Objective Structured Assessment of Technical Skill (OSATS) for chest tube insertion, which is evaluated in this study. Primary endpoint was the evaluation of intermethod reliability (IM). Secondary endpoints are ‘indirect’ interrater reliability (IR) and construct validity of the scale (CV). Methods: Every participant (N = 59) performed a CTI on a porcine thorax. Participants received three ratings (one ‘direct’ on site, two ‘indirect’ via video rating). IM compares ‘direct’ with ‘indirect’ ratings. IR was assessed between ‘indirect’ ratings. CV was investigated by subgroup analysis based on prior experience in CTI for ‘direct’ and ‘indirect’ rating. Results: We included 59 medical students to our study. IM showed moderate conformity (‘direct’ vs. ‘indirect 1’ ICC = 0.735, 95% CI: 0.554–0.843; ‘direct’ vs. ‘indirect 2’ ICC = 0.722, 95% CI 0.533–0.835) and good conformity between ‘direct’ vs. ‘average indirect’ rating (ICC = 0.764, 95% CI: 0.6–0.86). IR showed good conformity (ICC = 0.84, 95% CI: 0.707–0.91). CV was proven between subgroups in ‘direct’ (p = 0.037) and ‘indirect’ rating (p = 0.013). Conclusion: Results for IM suggest equivalence for ‘direct’ and ‘indirect’ ratings, while both IR and CV was demonstrated in both rating methods. Thus, the assessment scale seems a reliable method for rating trainees’ performances ‘directly’ as well as ‘indirectly’. It may help to objectify and facilitate the assessment of training of chest tube insertion. - - - - - - - - - CORRECTION Published online 20.02.2019 in BMC Medical Education 19 (2019), Nr. 62; DOI: https://doi.org/10.1186/s12909-019-1491-4. Following publication of the original article, the author reported that the given name and family name of all authors were swapped. The original article has been corrected.

Objectives The influence of food intake on behavioural disorders was already described in the early 20th century. Elimination of individually allergenic food items from individual diets [“oligoantigenic diet” (OD)] showed promise to improve attention-deficit/hyperactivity disorder (ADHD) symptoms. However, only few of the positive results were evaluated by blinded symptom rating. Therefore the present study’s purpose was to evaluate the reliability of a non-blinded rating of the ADHD Rating Scale IV (ARS) for the assessment of OD effects in comparison to a blinded rating of the ARS based on pseudonymized video recordings. Methods Ten children (8m/2f) aged 8 to 14 with ADHD according to ICD-10 participated in an uncontrolled, open-label dietary intervention study. Food items, commonly related to intolerances, were eliminated for four weeks. Participants with > 40% improvement in the ARS between T1 (before the diet) and T2 (after the diet) were defined as responders. Nutrients with individual relevance to ADHD symptoms were identified in a following reintroduction phase (T3–T4) lasting 8–16 weeks. The ARS was completed by a non-blinded child and adolescent psychiatrist (T0-T4). Sessions were recorded on video, pseudonymized, and evaluated by three blinded raters. Complete data were captured for eight children. The inter-rater reliability between the non-blinded therapist and every blinded rater was determined by the intra-class correlation coefficient (ICC). Correlations according to Pearson and Spearman between the non-blinded and blinded rating were calculated for each rater. Results Two blinded raters and the non-blinded rater considered 5 of 8 (62.5%) children as responders, whereas one blinded rater disagreed as to the success of one case thus considering only 4 of 8 children as responders to the diet. Inter-rater reliability was assessed after each rater having scored 33 videos: The intra-class coefficients were >.9 for all raters (rater 1: ICC=.997, rater 2: ICC=.996, rater 3: ICC=.996) and the Spearman rho between the raters were high (n=33; rater 1: rho =.989, p

Background There is an increasing need for objective and validated educational concepts. This holds especially true for surgical procedures like chest tube insertion (CTI). Thus, we developed an instrument for objectification of learning successes: the assessment scale based on Objective Structured Assessment of Technical Skill (OSATS) for chest tube insertion, which is evaluated in this study. Primary endpoint was the evaluation of intermethod reliability (IM). Secondary endpoints are ‘indirect’ interrater reliability (IR) and construct validity of the scale (CV). Methods Every participant (N = 59) performed a CTI on a porcine thorax. Participants received three ratings (one ‘direct’ on site, two ‘indirect’ via video rating). IM compares ‘direct’ with ‘indirect’ ratings. IR was assessed between ‘indirect’ ratings. CV was investigated by subgroup analysis based on prior experience in CTI for ‘direct’ and ‘indirect’ rating. Results We included 59 medical students to our study. IM showed moderate conformity (‘direct’ vs. ‘indirect 1’ ICC = 0.735, 95% CI: 0.554–0.843; ‘direct’ vs. ‘indirect 2’ ICC = 0.722, 95% CI 0.533–0.835) and good conformity between ‘direct’ vs. ‘average indirect’ rating (ICC = 0.764, 95% CI: 0.6–0.86). IR showed good conformity (ICC = 0.84, 95% CI: 0.707–0.91). CV was proven between subgroups in ‘direct’ (p = 0.037) and ‘indirect’ rating (p = 0.013). Conclusion Results for IM suggest equivalence for ‘direct’ and ‘indirect’ ratings, while both IR and CV was demonstrated in both rating methods. Thus, the assessment scale seems a reliable method for rating trainees’ performances ‘directly’ as well as ‘indirectly’. It may help to objectify and facilitate the assessment of training of chest tube insertion.

Motor dysfunction, particularly ataxia, is one of the predominant clinical manifestations in patients with multiple sclerosis (MS). Assessment of motor dysfunction suffers from a high variability. We investigated whether the clinical rating of ataxia can be improved through the use of reference videos, covering the spectrum of severity degrees as defined in the Neurostatus-Expanded Disability Status Scale. Twenty-five neurologists participated. The variability of their assessments was significantly lower when reference videos were used (SD = 0.12; range = 0.40 vs SD = 0.26; range = 0.88 without reference videos; p = 0.013). Reference videos reduced the variability of clinical assessments and may be useful tools to improve the precision and consistency in the clinical assessment of motor functions in MS.

Background: Driver fatigue is one of the major implications in transportation safety and accounted for up to 40% of road accidents. This study aimed to analyze the EEG alpha power changes in partially sleep-deprived drivers while performing a simulated driving task. Methods: Twelve healthy male car drivers participated in an overnight study. Continuous EEG and EOG records were taken during driving on a virtual reality simulator on a monotonous road. Simultaneously, video recordings from the driver face and behavior were performed in lateral and front views and rated by two trained observers. Moreover, the subjective self-assessment of fatigue was implemented in every 10-min interval during the driving using Fatigue Visual Analog Scale (F-VAS). Power spectrum density and fast Fourier transform (FFT) were used to determine the absolute and relative alpha powers in the initial and final 10 minutes of driving. Results: The findings showed a significant increase in the absolute alpha power (P = 0.006) as well as F-VAS scores during the final section of driving (P = 0.001). Meanwhile, video ratings were consistent with subjective self-assessment of fatigue. Conclusion: The increase in alpha power in the final section of driving indicates the decrease in the level of alertness and attention and the onset of fatigue, which was consistent with F-VAS and video ratings. The study suggested that variations in alpha power could be a good indicator for driver mental fatigue, but for using as a countermeasure device needed further investigations. Keywords: Driver mental fatigue, F-VAS, Video rating, EEG alpha power.

Background/Aims: Large clinical trials including patients with uncommon diseases involve assessors in different geographical locations, resulting in considerable inter-rater variability in assessment scores. As video recordings of examinations, which can be individually rated, may eliminate such variability, we measured the agreement between a single video rater and multiple examining physicians in the context of PRION-1, a clinical trial of the antimalarial drug quinacrine in human prion diseases. Methods: We analysed a 43-component neurocognitive assessment battery, on 101 patients with Creutzfeldt-Jakob disease, focusing on the correlation and agreement between examining physicians and a single video rater. Results: In total, 335 videos of examinations of 101 patients who were video-recorded over the 4-year trial period were assessed. For neurocognitive examination, inter-observer concordance was generally excellent. Highly visual neurological examination domains (e.g. finger-nose-finger assessment of ataxia) had good inter-rater correlation, whereas those dependent on non-visual clues (e.g. power or reflexes) correlated poorly. Some non-visual neurological domains were surprisingly concordant, such as limb muscle tone. Conclusion: Cognitive assessments and selected neurological domains can be practically and accurately recorded in a clinical trial using video rating. Video recording of examinations is a valuable addition to any trial provided appropriate selection of assessment instruments is used and rigorous training of assessors is undertaken.