Stefan K Schauber

Biographic Data

ID6510715
NAMEStefan K Schauber
GIVEN NAMESStefan K
FAMILY NAMESchauber
SIGNATURESCHAUBER S K
AFFILIATIONSUniversity of Oslo
ORCID0000-0002-1832-2732
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS3
AUTHOR COUNT11
EDITOR COUNT0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX1

  • An evaluation of the undergraduate medicine licensure examinations development and implementation practices

    Open AccessShewatatek Gedamu Wonde, Tefera Tadesse et al.ARTICLEBMC Medical Education2026

    BACKGROUND: The development of undergraduate medicine licensure examinations is critical for ensuring physicians’ competencies. Existing literature primarily focuses on exams Psychometric properties while leaving a gap in understanding the developmental processes, stakeholder engagement, and contextual influences, particularly in resource-limited settings. This study evaluated the mechanisms and stakeholders’ perspectives on shaping the Ethiopian…

  • Comparison of cognitive workload between very short answer questions and multiple-choice questions

    Open AccessMaria Gabriela Carneiro Queiroz, Francisco Carlos Specian Junior et al.ARTICLEMedical Education Online2026

    Very short answer questions (VSAQs) have gained attention for their superior psychometric properties compared to multiple-choice questions (MCQs). While VSAQs require knowledge recall, MCQs primarily involve knowledge recognition. This difference in cognitive processes may lead to varying cognitive workloads, defined as the amount of mental processing in working memory. Previous studies have not demonstrated consistent differences, likely due to …

  • Challenging the norm

    Open AccessStefan K Schauber, Matt HomerARTICLEMedical Education2025

  • Using longitudinal models to describe preservice science teachers’ development of content knowledge and pedagogical content knowledge

    Open AccessDaniela Mahler, Denise Bock et al.ARTICLETeaching and Teacher Education2024Cited by: 1References: 11

    Cross-sectional studies have revealed the importance of university teacher education for science teachers' professional knowledge. However, a detailed understanding of the development of this knowledge is lacking. Our analysis addresses this gap by applying longitudinal models to elucidate how preservice science teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) evolve. Our results revealed a nonlinear growth for CK and PCK.…

  • The linguistic complexity of adult and child contextualized and decontextualized talk

    Open AccessEllen Irén Brinchmann, Hanne Røe-Indregård et al.ARTICLEChild Development2023

    The association between decontextualized talk (DT; i.e., talk extending beyond immediate context) and child language outcomes is well-attested but not well-understood. This study tested the hypothesis that DT is more linguistically complex than contextualized talk (CT). Thirty-eight Norwegian children (M age = 5.5 years; 25 girls; 30 Norwegian-speaking monolinguals and eight multilinguals) and their teachers were videotaped during picture book re…

  • Collaboration during the diagnostic decision‐making process

    Open AccessJuliane E Kämmer, Karin Ernst et al.ARTICLEJournal of Behavioral Decision…2023References: 5

    When making complex decisions, such as a medical diagnosis, decision makers typically gather, analyze, and synthesize (integrate) information. In a previous study, we showed that delegating such complex decisions to collaborating pairs increases decision quality substantially compared to that of individuals, without requiring different information gathering. Given the higher costs associated with teamwork, however, it is of great practical intere…

  • Differential diagnosis checklists reduce diagnostic error differentially

    Open AccessJuliane E Kämmer, Stefan K Schauber et al.ARTICLEMedical Education2021

  • Reply to Jiang et al

    Stefan K Schauber, G Omarbekova et al.ARTICLEMedical Teacher2021

  • How sure can we be that a student really failed? On the measurement precision of individual pass-fail decisions from the perspective of Item Response Theory

    Stefan K Schauber, Martin HechtARTICLEMedical Teacher2020

    BACKGROUND: In high-stakes assessments in medical education, the decision to let a particular participant pass or fail has far-reaching consequences. Reliability coefficients are usually used to support the trustworthiness of assessments and their accompanying decisions. However, coefficients such as Cronbach's Alpha do not indicate the precision with which an individual's performance was measured. OBJECTIVE: Since estimates of precision need to …

  • Progress testing anytime and anywhere – Does a mobile-learning approach enhance the utility of a large-scale formative assessment tool

    Yassin Karay, Birger Reiss et al.ARTICLEMedical Teacher2020

    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 o…

  • Children’s knowledge of single- and multiple-letter grapheme-phoneme correspondences

    Open AccessLaragh Larsen, Stefan K Schauber et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 2References: 3

    In this study, we examined Australian children’s knowledge of single- and multiple-letter grapheme-phoneme correspondences (GPCs), and the influence of five different factors – GPC complexity, phoneme status, the child’s name, GPC entropy, and GPC frequency – on GPC knowledge. Data from 337 Australian children enrolled in Kindergarten to Grade 3 were included in the study and analyses were performed using mixed effects models. Results indicate th…