Stefan Schauber

• Mahler, Daniela; Bock, Denise; Schauber, Stefan & Harms, Ute (2024). Using longitudinal models to describe preservice science teachers’ development of content knowledge and pedagogical content knowledge. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 144. doi: 10.1016/j.tate.2024.104583.
• Schauber, Stefan; Olsen, Anne Olaug; Werner, Erik Lønnmark & Magelssen, Morten (2024). Inconsistencies in rater-based assessments mainly affect borderline candidates: but using simple heuristics might improve pass-fail decisions. Advances in Health Sciences Education. ISSN 1382-4996. doi: 10.1007/s10459-024-10328-0.
• Schauber, Stefan & Stensløkken, Kåre-Olav (2023). No knowledge gap in human physiology after remote teaching for second year medical students throughout the Covid-19 pandemic. BMC Medical Education. ISSN 1472-6920. 23(1). doi: 10.1186/s12909-023-04959-x. Fulltekst i vitenarkiv
• Wespi, Rafael; Birrenbach, Tanja; Schauber, Stefan; Manser, Tanja; Sauter, Thomas C. & Kämmer, Juliane E. (2023). Exploring objective measures for assessing team performance in healthcare: an interview study. Frontiers in Psychology. ISSN 1664-1078. 14. doi: 10.3389/fpsyg.2023.1232628. Fulltekst i vitenarkiv
• Haukedal, Christiane; Wie, Ona Bø; Schauber, Stefan & Torkildsen, Janne von Koss (2023). Children With Developmental Language Disorder Have Lower Quality of Life Than Children With Typical Development and Children With Cochlear Implants. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 66(10), s. 3988–4008. doi: 10.1044/2023_JSLHR-22-00742. Fulltekst i vitenarkiv
• Kämmer, Juliane E.; Ernst, Karin; Grab, Kim; Schauber, Stefan; Hautz, Stefanie C. & Penders, Dorothea [Vis alle 7 forfattere av denne artikkelen] (2023). Collaboration during the diagnostic decision-making process: When does it help? Journal of Behavioral Decision Making. ISSN 0894-3257. doi: 10.1002/bdm.2357. Fulltekst i vitenarkiv
• Larsen, Linda; Schauber, Stefan; Holt, Tonje & Helland, Maren Sand (2023). Longitudinal Covid-19 effects on child mental health: vulnerability and age dependent trajectories. Child and Adolescent Psychiatry and Mental Health (CAPMH). ISSN 1753-2000. 17. doi: 10.1186/s13034-023-00652-5. Fulltekst i vitenarkiv
• Marcin, Thimo; Lüthi, Ailin; Graf, Ronny R; Krummrey, Gert; Schauber, Stefan & Breakey, Neal [Vis alle 8 forfattere av denne artikkelen] (2023). Is language an issue? Accuracy of the German computerized diagnostic decision support system ISABEL and cross-validation with the English counterpart. Diagnosis. ISSN 2194-8011. doi: 10.1515/dx-2023-0047.
• Marcin, Thimo; Hautz, Stefanie C.; Singh, Hardeep; Zwaan, Laura; Schwappach, David & Krummey, Gert [Vis alle 16 forfattere av denne artikkelen] (2023). Effects of a computerised diagnostic decision support tool on diagnostic quality in emergency departments: Study protocol of the DDx-BRO multicentre cluster randomised cross-over trial. BMJ Open. ISSN 2044-6055. 13(3). doi: 10.1136/bmjopen-2023-072649.
• Brinchmann, Ellen Irén; Røe-Indregård, Hanne; Karlsen, Jannicke; Schauber, Stefan & Hagtvet, Ragna Bente Eriksen (2023). The linguistic complexity of adult and child contextualized and decontextualized talk. Child Development. ISSN 0009-3920. s. 1–13. doi: 10.1111/cdev.13932. Fulltekst i vitenarkiv
• Ehrhard, Simone; Gautschi, Dominic; Eyb, Vicky; Schauber, Stefan; Ricklin, Meret E. & Klukowska-Rötzler, Jolanta [Vis alle 8 forfattere av denne artikkelen] (2023). Use of epinephrine in anaphylaxis: a retrospective cohort study at a Swiss university emergency department. Swiss Medical Weekly. ISSN 1424-7860. 153. doi: 10.57187/smw.2023.40065. Fulltekst i vitenarkiv
• Larsen, Linda; Hjetland, Hanne Næss & Schauber, Stefan (2022). A longitudinal investigation of letter-name knowledge in a semi-transparent orthography. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2022.2116485. Fulltekst i vitenarkiv Vis sammendrag

  Children’s ability to correctly name letters is a key predictor of later reading abilities and skills, but research on letter naming from Scandinavian orthographies is scarce. The aim of this study is to explore how child- and letter-related factors (i.e., gender, child name, phonemic awareness, letter position in the alphabet and frequency, and speech sound development) are associated with Norwegian children’s letter name knowledge over time. The sample comprises 185 Norwegian children with an average age of 51.59 months (SD = 2.12) who completed a letter-naming task on three separate occasions one year apart. Results from mixed-effects models show that children were more likely to name the first letter of their own name, however, this effect diminished over time. Further, letter frequency significantly predicted letter naming, and the letter frequency and letter position in alphabet effects were larger in older children. This study contributes important and relevant information for teachers and educators.

• Haukedal, Christiane Lingås; Wie, Ona Bø; Schauber, Stefan; Lyxell, Björn; Fitzpatrick, Elizabeth & Torkildsen, Janne von Koss (2022). Social communication and quality of life in children using hearing aids. International Journal of Pediatric Otorhinolaryngology. ISSN 0165-5876. 152, s. 1–11. doi: 10.1016/j.ijporl.2021.111000. Fulltekst i vitenarkiv Vis sammendrag

  Objectives This study compared the parent-reported structural language and social communication skills—measured with the Children's Communication Checklist-2 (CCC-2)—and health-related quality of life (HR-QOL)—measured with the Pediatric Quality of Life Inventory (PedsQL)—of children who use hearing aids (HAs) and their typical-hearing (TH) peers. Design The participants were 88 children (age range of 5; 6 to 13; 1 (years; months)) and their parents: 45 children with bilateral moderate to severe hearing loss using HAs who had no additional disabilities and 43 children with typical hearing. The groups were matched based on chronological age, gender, nonverbal IQ, and parental education level. The parents completed questionnaires related to their children's communication skills, including subdomains structural language and social communication, and HR-QOL. Results The HA group had significantly poorer overall communication skills than the TH group (r = 0.49). The children in the HA group scored significantly lower than the TH group on both structural language (r = 0.37) and social communication (r = 0.41). Half of the children in the HA group had overall communication scores that either indicated concern or required further investigation according to the instrument's manual. In terms of psychosocial functioning, which was measured as HR-QOL, the subdomain school functioning was the main driver of the difference between groups, with the HA group being at least twice as likely (OR = 2.52) as the TH group to have poor HR-QOL in the school domain. Better parent-reported social communication was associated with better parent-reported psychosocial functioning in the children using HAs—even when background variables were taken into account. Conclusion The results suggest that traditional assessments and interventions targeting structural aspects of language may overlook social communication difficulties in children with HAs, even those with no additional disabilities. As school functioning stood out as the most problematic domain for children with HAs, efforts to improve the well-being of these children should focus on this area.

• Kämmer, Juliane E.; Schauber, Stefan Kilian; Hautz, Stefanie C.; Stroben, Fabian & Hautz, Wolf E. (2021). Differential diagnosis checklists reduce diagnostic error differentially: a randomized experiment. Medical Education. ISSN 0308-0110. doi: 10.1111/medu.14596. Fulltekst i vitenarkiv
• Schauber, Stefan Kilian; Hautz, Stefanie C.; Kämmer, Juliane E.; Stroben, Fabian & Hautz, Wolf E. (2021). Do different response formats affect how test takers approach a clinical reasoning task? An experimental study on antecedents of diagnostic accuracy using a constructed response and a selected response format. Advances in Health Sciences Education. ISSN 1382-4996. 26, s. 1339–1354. doi: 10.1007/s10459-021-10052-z. Fulltekst i vitenarkiv
• Hautz, Wolf E.; Sauter, Thomas C.; Hautz, Stefanie C.; Kämmer, Juliane E.; Schauber, Stefan Kilian & Birrenbach, Tanja [Vis alle 9 forfattere av denne artikkelen] (2020). What determines diagnostic resource consumption in emergency medicine: Patients, physicians or context? Emergency Medicine Journal. ISSN 1472-0205. 37, s. 546–551. doi: 10.1136/emermed-2019-209022.
• Schauber, Stefan Kilian & Hecht, Martin (2020). 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. Medical Teacher. ISSN 0142-159X. 42(12), s. 1374–1384. doi: 10.1080/0142159X.2020.1811844. Fulltekst i vitenarkiv
• Hautz, Wolf E.; Sauter, Thomas C.; Exadaktylos, Aristomenis; Krummrey, Gert; Schauber, Stefan Kilian & Müller, Martin (2020). Barriers to seeking emergency care during the COVID-19 pandemic may lead to higher morbidity and mortality – a retrospective study from a Swiss university hospital. Swiss Medical Weekly. ISSN 1424-7860. doi: 10.4414/smw.2020.20331.
• Karay, Yassin; Reiss, Birger & Schauber, Stefan Kilian (2020). Progress testing anytime and anywhere – Does a mobile-learning approach enhance the utility of a large-scale formative assessment tool? Medical Teacher. ISSN 0142-159X. doi: 10.1080/0142159X.2020.1798910. Fulltekst i vitenarkiv
• Felicitas-Maria, Lahner; Schauber, Stefan Kilian; Andrea Carolin, Lövald; Roger, Kropf; Sissel, Guttormsen & Martin R., Fischer [Vis alle 7 forfattere av denne artikkelen] (2020). Measurement precision at the cut score in medical multiple choice exams: Theory matters. Perspectives on Medical Education. ISSN 2212-2761. doi: 10.1007/s40037-020-00586-0. Fulltekst i vitenarkiv
• Wie, Ona Bø; Torkildsen, Janne von Koss; Schauber, Stefan Kilian; Busch, Tobias & Litovsky, Ruth (2020). Long-term language development in children with early simultaneous bilateral cochlear implants. Ear and Hearing. ISSN 0196-0202. 41(5), s. 1294–1305. doi: 10.1097/AUD.0000000000000851. Fulltekst i vitenarkiv
• Larsen, Linda Paarup Neigaard; Schauber, Stefan Kilian; Kohen, Saskia; Nickels, Lyndsey & McArthur, Genevieve (2020). Children’s knowledge of single- and multiple-letter grapheme-phoneme correspondences: An exploratory study. Early Childhood Research Quarterly. ISSN 0885-2006. 51, s. 379–391. doi: 10.1016/j.ecresq.2019.12.001. Fulltekst i vitenarkiv
• Hautz, Wolf E.; Kämmer, Juliane E.; Hautz, Stefanie C.; Sauter, Thomas C.; Zwaan, Laura & Exadaktylos, Aristomenis [Vis alle 10 forfattere av denne artikkelen] (2019). Diagnostic error increases mortality and length of hospital stay in patients presenting through the emergency room. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine. ISSN 1757-7241. 27(1), s. 1–12. doi: 10.1186/s13049-019-0629-z. Fulltekst i vitenarkiv Vis sammendrag

  Background Diagnostic errors occur frequently, especially in the emergency room. Estimates about the consequences of diagnostic error vary widely and little is known about the factors predicting error. Our objectives thus was to determine the rate of discrepancy between diagnoses at hospital admission and discharge in patients presenting through the emergency room, the discrepancies’ consequences, and factors predicting them. Methods Prospective observational clinical study combined with a survey in a University-affiliated tertiary care hospital. Patients’ hospital discharge diagnosis was compared with the diagnosis at hospital admittance through the emergency room and classified as similar or discrepant according to a predefined scheme by two independent expert raters. Generalized linear mixed-effects models were used to estimate the effect of diagnostic discrepancy on mortality and length of hospital stay and to determine whether characteristics of patients, diagnosing physicians, and context predicted diagnostic discrepancy. Results 755 consecutive patients (322 [42.7%] female; mean age 65.14 years) were included. The discharge diagnosis differed substantially from the admittance diagnosis in 12.3% of cases. Diagnostic discrepancy was associated with a longer hospital stay (mean 10.29 vs. 6.90 days; Cohen’s d 0.47; 95% confidence interval 0.26 to 0.70; P = 0.002) and increased patient mortality (8 (8.60%) vs. 25(3.78%); OR 2.40; 95% CI 1.05 to 5.5 P = 0.038). A factor available at admittance that predicted diagnostic discrepancy was the diagnosing physician’s assessment that the patient presented atypically for the diagnosis assigned (OR 3.04; 95% CI 1.33–6.96; P = 0.009). Conclusions Diagnostic discrepancies are a relevant healthcare problem in patients admitted through the emergency room because they occur in every ninth patient and are associated with increased in-hospital mortality. Discrepancies are not readily predictable by fixed patient or physician characteristics; attention should focus on context.

• Hautz, Wolf E.; Schubert, Sebastian; Schauber, Stefan Kilian; Kunina-Habenicht, Olga; Hautz, Stefanie C. & Kämmer, Juliane E. [Vis alle 7 forfattere av denne artikkelen] (2019). Accuracy of self‐monitoring: does experience, ability or case difficulty matter? Medical Education. ISSN 0308-0110. 53(7), s. 735–744. doi: 10.1111/medu.13801. Fulltekst i vitenarkiv Vis sammendrag

  Context The ability to self‐monitor one's performance in clinical settings is a critical determinant of safe and effective practice. Various studies have shown this form of self‐regulation to be more trustworthy than aggregate judgements (i.e. self‐assessments) of one's capacity in a given domain. However, little is known regarding what cues inform learners’ self‐monitoring, which limits an informed exploration of interventions that might facilitate improvements in self‐monitoring capacity. The purpose of this study is to understand the influence of characteristics of the individual (e.g. ability) and characteristics of the problem (e.g. case difficulty) on the accuracy of self‐monitoring by medical students. Methods In a cross‐sectional study, 283 medical students from 5 years of study completed a computer‐based clinical reasoning exercise. Confidence ratings were collected after completing each of six cases and the accuracy of self‐monitoring was considered to be a function of confidence when the eventual answer was correct relative to when the eventual answer was incorrect. The magnitude of that difference was then explored as a function of year of seniority, gender, case difficulty and overall aptitude. Results Students demonstrated accurate self‐monitoring by virtue of giving higher confidence ratings (57.3%) and taking a shorter time to work through cases (25.6 seconds) when their answers were correct relative to when they were wrong (41.8% and 52.0 seconds, respectively; p< 0.001 and d > 0.5 in both instances). Self‐monitoring indices were related to student seniority and case difficulty, but not to overall ability or student gender. Conclusions This study suggests that the accuracy of self‐monitoring is context specific, being heavily influenced by the struggles students experience with a particular case rather than reflecting a generic ability to know when one is right or wrong. That said, the apparent capacity to self‐monitor increases developmentally because increasing experience provides a greater likelihood of success with presented problems.

• Freytag, Julia; Stroben, Fabian; Hautz, Wolf E.; Schauber, Stefan Kilian & Kämmer, Juliane E. (2019). Rating the quality of teamwork—a comparison of novice and expert ratings using the Team Emergency Assessment Measure (TEAM) in simulated emergencies . Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine. ISSN 1757-7241. 27(1). doi: 10.1186/s13049-019-0591-9. Vis sammendrag

  Background Training in teamwork behaviour improves technical resuscitation performance. However, its effect on patient outcome is less clear, partly because teamwork behaviour is difficult to measure. Furthermore, it is unknown who should evaluate it. In clinical practice, experts are obliged to participate in resuscitation efforts and are thus unavailable to assess teamwork quality. Consequently, we sought to determine if raters with little clinical experience and experts provide comparable evaluations of teamwork behaviour. Methods Novice and expert raters judged teamwork behaviour during 6 emergency medicine simulations using the Teamwork Emergency Assessment Measure (TEAM). Ratings of both groups were analysed descriptively and compared with U and t tests. We used a mixed effects model to identify the proportion of variance in TEAM scores attributable to rater status and other sources. Results Twelve raters evaluated 7 teams rotating through 6 cases, for a total of 84 observations. We found no significant difference between expert and novice ratings for 7 of the 11 items of the TEAM or in the sums of all item scores. Novices rated teamwork behaviour higher on 4 items and overall. Rater status accounted for 11.1% of the total variance in scores. Conclusions Experts’ and novices’ ratings were similarly distributed, implying that raters with limited experience can provide reliable data on teamwork behaviour. Novices show a consistent, but slightly more lenient rating behaviour. Clinical studies and real-life teams may thus employ novices using a structured observational tool such as TEAM to inform their performance review and improvement

• Karay, Yassin & Schauber, Stefan Kilian (2018). A validity argument for progress testing: Examining the relation between growth trajectories obtained by progress tests and national licensing examinations using a latent growth curve approach. Medical Teacher. ISSN 0142-159X. 40(11), s. 1123–1129. doi: 10.1080/0142159X.2018.1472370. Fulltekst i vitenarkiv Vis sammendrag

  Background: Progress testing is a longitudinal assessment that aims at tracking students' development of knowledge. This approach is used in many medical schools internationally. Although progress tests are longitudinal in nature, and their focus and use of developmental aspects is a key advantage, individual students’ learning trajectories themselves play, to date, only a minor role in the use of the information obtained through progress testing. Methods: We investigate in how far between-person differences in initial levels of performance and within-person rate of growth can be regarded as distinct components of students’ development and analyze the extent to which these two components are related to performances on national licensing examinations using a latent growth curve model. Results: Both, higher initial levels of performances and steepness of growth are positively related to long-term outcomes as measured by performance on national licensing examinations. We interpret these findings as evidence for progress tests’ suitability to monitor students’ growth of knowledge across the course of medical training. Conclusions: This study indicates that individual development as obtained by formative progress tests is related to performance in high-stakes assessments. Future studies may put more focus on the use of between-persons differences in growth of knowledge.

• Brunk, Irene; Schauber, Stefan Kilian & Georg, Waltraud (2017). Do they know too little? An inter-institutional study on the anatomical knowledge of upper-year medical students based on multiple choice questions of a progress test. Annals of Anatomy. ISSN 0940-9602. 209, s. 93–100. doi: 10.1016/j.aanat.2016.09.004. Fulltekst i vitenarkiv
• Schauber, Stefan Kilian; Hecht, Martin & Nouns, Zineb M. (2017). Why assessment in medical education needs a solid foundation in modern test theory. Advances in Health Sciences Education. ISSN 1382-4996. 23(1), s. 217–232. doi: 10.1007/s10459-017-9771-4. Fulltekst i vitenarkiv
• Hautz, Stefanie C.; Schuler, Luca; Kämmer, Juliane E.; Schauber, Stefan Kilian; Ricklin, Meret E. & Sauter, Thomas C. [Vis alle 10 forfattere av denne artikkelen] (2016). Factors predicting a change in diagnosis in patients hospitalised through the emergency room: A prospective observational study. BMJ Open. ISSN 2044-6055. 6:e011585(5). doi: 10.1136/bmjopen-2016-011585.
• Schauber, Stefan Kilian; Hecht, Martin; Nouns, Zineb; Kuhlmey, Adelheid & Dettmer, Susanne (2015). The role of environmental and individual characteristics in the development of student achievement: a comparison between a traditional and a problem-based-Learning curriculum. Advances in Health Sciences Education. ISSN 1382-4996. 20, s. 1033–1052. doi: 10.1007/s10459-015-9584-2.

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• Zitzmann, Steffen; Machts, Nils; Hübner, Nicolas; Schauber, Stefan; Möller, Jens & Lindner, Christoph (2023). The Yet Underestimated Importance of Communicating Findings from Educational Trials to Teachers, Schools, School Authorities, or Policy Makers (Comment on Brady et al. (2023)). Educational Psychology Review. ISSN 1040-726X. doi: 10.1007/s10648-023-09776-8.
• Schauber, Stefan; Holt, Tonje & Helland, Maren Sand (2022). Child and adolescent mental health during Covid-19: Results from a Norwegian longitudinal study.
• Schauber, Stefan; Holt, Tonje & Helland, Maren Sand (2022). Child Mental Health and Wellbeing During Covid-19: A Focus on Children’s Self-Report.
• Brinchmann, Ellen Irén; Røe-Indregård, Hanne; Karlsen, Jannicke; Schauber, Stefan & Hagtvet, Ragna Bente Eriksen (2021). Linguistic Qualities of Child and Teacher Contextualized and Decontextualized Talk.
• Schauber, Stefan Kilian & Hecht, Martin (2020). Reply to Jiang et al. Medical Teacher. ISSN 0142-159X. doi: 10.1080/0142159X.2020.1834932.
• Larsen, Linda; Hjetland, Hanne Næss & Schauber, Stefan Kilian (2018). The development of letter-name knowledge in Norwegian 4-6-year-old children.

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