ArticleGMS journal for medical education2025
Strategy-based evaluation of a formative simulation test assessing professionally relevant competences of undergraduate medical students.
Article in GMS journal for medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- Together! Clinic, research and teaching in human medicine, nursing, veterinary medicine and psychology: interdisciplinary, interprofessional, transhierarchical.GMS journal for medical education · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objectives: A strategy-based evaluation of new teaching or examination formats is recommended in order to check their suitability before a possible integration into a medical curriculum. The aim of the project was to evaluate an established formative competence- and simulation-based examination format for medical students in a standardized way. Project description: In a realistic simulation of a first working day in hospital, medical students at the end of their studies were given the opportunity to test their medical competences and to develop them further on the basis of self-assessment and feedback. In the years 2020 to 2023, a total of 879 students participated. This included 707 students in their final year (PJ) and 172 students before their PJ. The simulation format was evaluated in a standardized manner based on the Stanford criteria for evaluating clinical teaching. The free text comments were analyzed by content using MAXQDA. Results: The quality of the training, the practical learning content and aspects of the individual training phases are the most important areas of the student evaluation. The learning atmosphere, the leadership and the assessments and feedback received are described positively. There are also clear indications that the simulation format promotes understanding and retention and supports self-directed learning well. Overall, participants gave the teaching format an average school grade of 1.26±.45. Some evaluation results have already been implemented in the adaptation of the simulation. Conclusion: The integration of the simulation format into medical curricula can be recommended on the basis of this evaluation. Further development of the format is also possible.
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Registered trials
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