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This paper evaluates the effects of job creation schemes on the participating individuals in Germany. Since previous empirical studies of these measures have been based on relatively small datasets and focussed on East Germany, this is the first study which allows to draw policy-relevant conclusions. The very informative and exhaustive dataset at hand not only justifies the application of a matching estimator but also allows to take account of threefold heterogeneity. The recently developed multiple treatment framework is used to evaluate the effects with respect to regional, individual and programme heterogeneity. The results show considerable differences with respect to these sources of heterogeneity, but the overall finding is very clear. At the end of our observation period, that is two years after the start of the programmes, participants in job creation schemes have a significantly lower success probability on the labour market in comparison to matched non-participants.
Background: The aim of this study was to investigate the acceptance and assessment of work shadowing carried out by students and dentists in dental practices. Furthermore, the extent to which students perceive an improvement in their specialised, communication and social competencies, was to be examined.
Methods: 61 dental students in their clinical semesters at a German university participated in work shadowing placements at 27 different general dental practices. Before beginning, they received checklists of various competencies that they self-assessed using school grades (from 1 = "very good", to 6 = "failed"), which they also repeated after completion. The dentists supplemented this with their external assessments. In addition, the students were requested to fill out a 54-item questionnaire and compose a freely-structured report after the work shadowing; the dentists filled out a questionnaire containing 16 items. The statistical analysis was carried out by means of the Friedman Test, including a post-hoc test (Bonferroni-Holm correction).
Results: The analysis showed a significant overall improvement in the students’ self-assessed competencies by 0.71* ± 0.43 grades. With an average of 0.33* ± 0.36, the dentists’ external assessment proved significantly higher than the self-assessment. The greatest improvements were perceived by the students in the areas of accounting (1.17* ± 0.77), practice organisation (1.05* ± 0.61) and dentist’s discussions (0.94* ±0.80) [*p < 0.05]. The students confirmed experiencing an expansion of knowledge, an improvement in their communication skills and indicated a high degree of satisfaction in regard to the dentists (school grade 1.58 ± 0.93). A maximum amount of satisfaction towards the work shadow students was demonstrated by the dentists, and this form of teaching was assessed with a school grade of 1.69 ± 0.89.
Conclusion: Both students and dental practitioners demonstrated a high level of satisfaction in regard to the work shadowing. The students felt their knowledge had increased, viewed the dentists as motivating role models and acknowledged a significant improvement in their specialised, communication and social competencies. Work shadowing in dental teaching practices presents a sensible addition to academic teaching at a university.
In der vorliegenden Evaluationsstudie wurde die Wirkung der Lehre des universitären Lehrprojektes ‚Expertise und Kooperation für eine Basisqualifikation Inklusion‘ (EKBI) auf inklusionsbezogene Einstellungen, Haltungen und Selbstwirksamkeitserwartungen untersucht. Diese Lehre schloss jeweils Lehrtandems aus mindestens zwei Dozierenden sowie interdisziplinäre Kooperationen ein. Die Teilnehmenden der Kurse (Experimentalgruppe, n = 101) sowie Studierende, die nicht daran teilgenommen hatten (Kontrollgruppe, n = 54), wurden vor und nach dem Semester, in dem die Lehre stattfand, mittels Fragebogen untersucht. Bei der Entwicklung allgemeinerer Einstellungen, Haltungen und Bedenken konnte kein signifikanter Effekt der Zeit in Abhängigkeit von der Gruppe verzeichnet werden. Es zeigte sich aber, dass sowohl die spezifischen unterrichtsbezogenen Einstellungen als auch die subjektiv eingeschätzte Lehrer*innenwirksamkeit in Bezug auf Inklusion in der Experimentalgruppe stärker anstiegen als in der Kontrollgruppe. Es ist zu schlussfolgern, dass die Tandemlehre mindestens kurzfristig wirksam in Bezug auf eine proinklusive Entwicklung ist. Zukünftige Studien könnten die Nachhaltigkeit der Effekte sowie ihren Praxistransfer untersuchen.
Background: There is general consensus that the organizational and administrative aspects of academic study programs exert an important influence on teaching and learning. Despite this, no comprehensive framework currently exists to describe the conditions that affect the quality of teaching and learning in medical education. The aim of this paper is to systematically and comprehensively identify these factors to offer academic administrators and decision makers interested in improving teaching a theory-based and, to an extent, empirically founded framework on the basis of which improvements in teaching quality can be identified and implemented.
Method: Primarily, the issue was addressed by combining a theory-driven deductive approach with an experience based, “best evidence” one during the course of two workshops held by the GMA Committee on Personnel and Organizational Development in Academic Teaching (POiL) in Munich (2013) and Frankfurt (2014). Two models describing the conditions relevant to teaching and learning (Euler/Hahn and Rindermann) were critically appraised and synthesized into a new third model. Practical examples of teaching strategies that promote or hinder learning were compiled and added to the categories of this model and, to the extent possible, supported with empirical evidence.
Based on this, a checklist with recommendations for optimizing general academic conditions was formulated.
Results: The Frankfurt Model of conditions to ensure Quality in Teaching and Learning covers six categories: organizational structure/medical school culture, regulatory frameworks, curricular requirements, time constraints, material and personnel resources, and qualification of teaching staff. These categories have been supplemented by the interests, motives and abilities of the actual teachers and students in this particular setting. The categories of this model provide the structure for a checklist in which recommendations for optimizing teaching are given.
Conclusions: The checklist derived from the Frankfurt Model for ensuring quality in teaching and learning can be used for quality assurance and to improve the conditions under which teaching and learning take place in medical schools.
E-Learning soll im Rahmen der allgemeinmedizinischen Ausbildung von Medizinstudierenden erprobt werden. Ein zielgruppenspezifisches, multimodulares Online-Angebot begleitet Medizinstudenten des 10. Semesters während ihres dezentralen Praktikums in hausärztlichen Praxen. Folgende Lehrziele werden angestrebt: (1) Einführung in das E-Learning, (2) Klinische Allgemeinmedizin - Online-Modul, (3) Chronic Care Online-Modul, (4) Online-Bewerbung. Die systematische Evaluation zeigt, dass E-Learning die Kommunikation der Studierenden untereinander und mit der universitären Lehreinheit während des Praktikum fördert. Auf der Grundlage der in diesem Pilotversuch gewonnenen Erfahrungen erscheint die Kombination mit Präsenzunterricht (Blended Learning) eine vielversprechende Option für die allgemeinmedizinische Ausbildung zu sein.
Die letzten Jahre haben für unseren Fremdsprachenunterricht, sowohl an Schulen und Hochschulen als auch an sonstigen Bildungseinrichtungen, Neuorientierungen in vielerlei Hinsicht erbracht. Hauptanstoß für diese neuen Ansätze hat ohne Zweifel der vom Europarat veröffentlichte Gemeinsame europäische Referenzrahmen für Sprachen (GeR) 2001 gegeben, im schulischen Kontext in Deutschland zudem die Entwicklung von Bildungsstandards, so u. a. für Englisch und Französisch als 1. Fremdsprache (s. KULTUSMINISTERKONFERENZ 2004 sowie TESCH et al. 2008). Wie so oft führen Neuorientierungen im Bildungswesen jedoch auch zu Verunsicherungen: Müssen wir jetzt unseren Unterricht, unsere Curricula und unsere Leistungsmessung komplett umgestalten? Welche konkreten Auswirkungen haben diese neuen Ansätze für Lehrkräfte und für Lernende? Der Aufsatz möchte dazu beitragen, ein wenig Klarheit zu schaffen. Was heißt eigentlich Kompetenzorientierung? Welche konkreten Möglichkeiten zur Verbesserung unseres Unterrichts bietet dieser neue Ansatz?