Preparedness was significantly associated with didactic usefulness, number of hours of didactics, total number of inpatient cases of child abuse and neglect seen, percent of residents completing mandatory rotations, number of sexual abuse cases during mandatory rotation, number of physical abuse cases during mandatory rotation, and length of mandatory rotation.
However, the inquiry sections significantly outperformed the didactic sections on the reasoning transfer items (n = 73, Minquiry = 2.89; n = 71, Mdidactic = 2.52; F = 6.42, p = 0.01; see Table 3; reasoning transfer items were calculated based on a six-point scale).
Similar to Germany, in Austria, OTL outside of university (commercial apprenticeship) and during university (major in accounting, courses in business didactics) significantly influence prospective teachers' CK.
Kuhn et al. (2014) found that the number of hours spent on courses in business didactics significantly affects prospective teachers' PCK.
Skill degradation or "decay" was significantly higher in the didactic teaching group.
Students taught by the observed group also scored significantly higher than the didactic group (p = 0.02).
Confidence levels were found to be significantly lower in the didactic group after their initial teaching session.
Confidence scores with catheter insertion were similar at index exam however were significantly lower in the didactic group at the retention testing (p < 0.05).
Furthermore, OTL during university education (major in accounting and courses in accounting and business didactics) are significantly influential.
Conclusions: Anonymous individual and group feedback, in combination with brief, structured didactic educational sessions, significantly improves compliance with established guidelines for the reporting of Barrett's esophagus and hiatal hernia.
The interactive group significantly outperformed the observed and didactic groups.
