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Table 1 With regard to content categorisation of the 117 articles on physical examination in undergraduate medical education

From: Physical examination in undergraduate medical education in the field of general practice – a scoping review

Category No. Category Subcategory Number of fulltexts
CAT I Teaching methodsa (n = 53) computer−/internet-based 11
Learning materials (pocket cards, checklists) 2
Concepts (GALS, hypothesis-driven or problem-based learning, mentoring programs) 4
Practical courses  
simulation-based learning 11
peer-assisted learning 6
bedside teaching 3
OSCE 2
Anatomy courses 2
ultrasound-controlled (percussion of the Adomen, e. g. liver size estimation) 1
others 11
CAT II Teaching quality (n = 33) Qualification of the teachers 16
content quality 15
learning environment 2
CAT III Performance evaluation and examination formats (n = 19) quality of evaluation instrument (reliability/validity) 16
development/introduction of assessment tools 2
correlation with exam results 1
CAT IV Students‘view (n = 8) peer physical examination 5
standardized patients and real patients 1
OSCE as assessment format 1
digital rectal examination 1
CAT V Patients‘and standardized patients‘view (n = 4) in terms of their participation in medical education 4
  1. aincluding teaching material and learning concepts, see text
  2. GALS Gait-Arm-Legs-and-Spine-locomotor-screening
  3. OSCE Objective Structured Clinical Examination