[Making innovation in teaching measurable : Psychometric validation of the "Radio-Prak": a questionnaire using the example of a clinical practical seminar in interventional radiology]. / Innovationen in der Lehre messbar machen : Psychometrische Validierung des Messinstrumentes "Radio-Prak" am Beispiel eines klinisch-praktischen Seminars der interventionellen Radiologie.

BACKGROUND: As part of the reform of medical education with a stronger focus on clinical-practical skills, a restructured seminar on interventional radiology was evaluated using a newly developed questionnaire. OBJECTIVES: Because knowledge in medical education is increasingly transferred by means of application-based teaching formats, a suitable evaluation tool is essential to assess the quality of newly implemented teaching courses. The aim of this study was to evaluate the seminar on interventional radiology and to validate the "Radio-Prak" questionnaire psychometrically in the process. MATERIALS AND METHODS: In the summer semester of 2018, 123 students participating in the newly established seminar were asked to document their satisfaction using the "Radio-Prak" questionnaire with 23 items employing a 5-point Likert scale. We evaluated the questionnaire psychometrically by performing exploratory factor (EFA) and reliability analysis and examined differential validity by group differences. RESULTS: The newly structured seminar on interventional radiology was met with great approval by students (mean global rating = 1.31, on a grading scale where 1 = very good, 5 = insufficient). EFA revealed that the questionnaire consisted of two main factors "didactic quality" and "practical quality" (five items each, α = 0.68). The seminar was rated more positively when students perceived the time for practice as sufficient (p < 0.05). Furthermore, female students demonstrated significantly less self-esteem, identified by the item "I have improved my spatial ability through the seminar," (p < 0.05). CONCLUSION: The "Radio-Prak" questionnaire is both reliable and valid as an instrument to evaluate the quality of a clinical-practical seminar. The students assessed the didactic dimension, but also rated the practical component as important in the assessment.

Comorbid psychiatric disorders in female adolescents with first-onset anorexia nervosa.

OBJECTIVE: Patients with anorexia nervosa (AN) exhibit high rates of psychiatric comorbidity. To disentangle the effects of duration of illness on comorbid psychiatric symptoms, we investigated the rates of comorbid psychiatric disorders, suicidality and self-harm behaviour in adolescent patients with a first onset of AN. METHODS: In adolescent females (n = 148) with a first onset of AN, body mass index, psychiatric comorbidity (according to DSM-IV), depressive symptoms, suicidality and self-injurious behaviour were assessed. RESULTS: Seventy patients (47.3%) met the criteria for at least one comorbid psychiatric disorder. The binge-purging subtype was associated with increased rates of psychiatric comorbidity, suicidality and self-injurious behaviour. The severity of eating disorder-specific psychopathology influenced current psychiatric comorbidity and suicidal ideation. CONCLUSION: Prevalence rates of comorbid psychiatric disorders and suicidal ideation are considerably lower among adolescents with AN compared with adults. An early and careful assessment, along with adequate treatment of the eating disorder, might prevent the development of severe psychiatric comorbidities.