Pascal O Berberat
Biographic Data
| ID | 6728275 |
|---|---|
| NAME | Pascal O Berberat |
| GIVEN NAMES | Pascal |
| FAMILY NAME | O Berberat |
| SIGNATURE | BERBERAT P O |
| AFFILIATIONS | Technical University of Munich |
| ORCID | 0000-0001-5022-5265 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Integrating formative and summative feedback in online situational judgement tests
The results highlight the complexity of determining an optimal feedback approach, as different implementations can have differential effects on the motivational and cognitive factors that further shape learning processes. The findings suggest that an optimal feedback approach depends on specific learning outcomes and student characteristics, highlighting the importance of careful selection of feedback strategies tailored to specific educational g…
Narrating experiences of illness and caring
This essay argues that boundary situations-moments when illness compels a person to confront the limits of bodily and existential integrity-form a shared space between patients and caregivers. By foregrounding illness narratives, we show how story-telling repersonalises clinical diagnosis and restores the subjective 'I' often eclipsed by medical classification. Narrative medicine, grounded in the medical humanities, invites learners and practitio…
Structure and quality of bedside teaching
Bedside teaching (BST) is a core element of medical education. In light of a reported decrease in BST, evidence on how to use BST time most efficiently should be developed. Given that little research into the tangible quality characteristics of good BST has been reported, we investigated the influence of various teacher and structural characteristics on the perceived quality of BST. We filmed and coded 36 BSTs involving 24 lecturers and 259 stude…
Just showing is not enough
Increased professionalization and lower burnout scores were associated with structured residency training program
The competence centre for Residency Training in Family Medicine Bavaria (CCRTB) was established to improve the quality of postgraduate medical education by offering training and mentoring programmes for residents, and by providing train-the-trainer and mentoring courses for supervisors. Beyond that, regional Residency Training Networks (RTN) on avoluntary basis were developed to facilitate structured and efficient clinical rotation programs. Prim…
Entrustable professional activities and facets of competence in a simulated workplace-based assessment for advanced medical students
Background: Competence-based assessment formats in medical education usually focus on individual facets of competence (FOCs). The concept of ‘Entrustable Professional Activities’ (EPAs) encompasses supervisors’ decisions on which level of supervision a trainee requires to perform a professional activity including several FOCs. How the different FOCs as perceived by clinician raters contribute to entrustment decisions is yet unclear.Objective: How…
Medical Trainees’ Experiences With Dying and Death
This study investigates medical trainees' experiences with dying and death, by means of semistructured interviews. Nine medical students and nine residents reported a total of 114 experiences. The great majority of these experiences took place during the final year of medical school. The authors identified the latent characteristics, which illustrate an in-depth understanding of the significance of the described experiences. Three main themes eme…
How to assess communication skills? Development of the rating scale ComOn Check
CST: Communication skills training; ICC: Intra-class correlation coefficient; OSCE: Objective structured clinical examination; SP: Standardized patients; SD: Standard deviation; M: Mean
No prominent works on this page.
How to assess communication skills? Development of the rating scale ComOn Check
CST: Communication skills training; ICC: Intra-class correlation coefficient; OSCE: Objective structured clinical examination; SP: Standardized patients; SD: Standard deviation; M: Mean
Medical Trainees’ Experiences With Dying and Death
This study investigates medical trainees' experiences with dying and death, by means of semistructured interviews. Nine medical students and nine residents reported a total of 114 experiences. The great majority of these experiences took place during the final year of medical school. The authors identified the latent characteristics, which illustrate an in-depth understanding of the significance of the described experiences. Three main themes eme…
Entrustable professional activities and facets of competence in a simulated workplace-based assessment for advanced medical students
Background: Competence-based assessment formats in medical education usually focus on individual facets of competence (FOCs). The concept of ‘Entrustable Professional Activities’ (EPAs) encompasses supervisors’ decisions on which level of supervision a trainee requires to perform a professional activity including several FOCs. How the different FOCs as perceived by clinician raters contribute to entrustment decisions is yet unclear.Objective: How…
Increased professionalization and lower burnout scores were associated with structured residency training program
The competence centre for Residency Training in Family Medicine Bavaria (CCRTB) was established to improve the quality of postgraduate medical education by offering training and mentoring programmes for residents, and by providing train-the-trainer and mentoring courses for supervisors. Beyond that, regional Residency Training Networks (RTN) on avoluntary basis were developed to facilitate structured and efficient clinical rotation programs. Prim…
Just showing is not enough
Structure and quality of bedside teaching
Bedside teaching (BST) is a core element of medical education. In light of a reported decrease in BST, evidence on how to use BST time most efficiently should be developed. Given that little research into the tangible quality characteristics of good BST has been reported, we investigated the influence of various teacher and structural characteristics on the perceived quality of BST. We filmed and coded 36 BSTs involving 24 lecturers and 259 stude…
Integrating formative and summative feedback in online situational judgement tests
The results highlight the complexity of determining an optimal feedback approach, as different implementations can have differential effects on the motivational and cognitive factors that further shape learning processes. The findings suggest that an optimal feedback approach depends on specific learning outcomes and student characteristics, highlighting the importance of careful selection of feedback strategies tailored to specific educational g…
Narrating experiences of illness and caring
This essay argues that boundary situations-moments when illness compels a person to confront the limits of bodily and existential integrity-form a shared space between patients and caregivers. By foregrounding illness narratives, we show how story-telling repersonalises clinical diagnosis and restores the subjective 'I' often eclipsed by medical classification. Narrative medicine, grounded in the medical humanities, invites learners and practitio…
Medicine (6 works) · Psychology (6 works) · Medical education (5 works) · Innovations in Medical Education (4 works) · Clinical Psychology (3 works) · Clinical Psychology (3 works) · Clinical Reasoning and Diagnostic Skills (3 works) · Empathy and Medical Education (3 works) · Social Psychology (3 works) · Computer Science (2 works)