Medizinische Psychologie (German Edition)

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Women have higher CP of verbal memory than men. Women and men do not differ in executive CP. Education, activity across the lifespan, logical reasoning ability, global cognitive status, quality of sleep, and working memory performance short-term storage and manipulation or organization of information held in memory positively predict CP in healthy adults. Age, subjective memory impairment, depression, as well as the body-mass index BMI , abnormal blood pressure are negative predictive factors for CP in healthy adults.

In addition, relationships with sociodemographic, clinical, neuropsychological and lifestyle-characteristics are examined.

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Therefore, in future studies, the gathered data will be compared with data from PD patients and possible therapeutic interventions will be developed. Kalbe is involved, is examining cognitive impairments in PD-patients, including CP. Men have higher CP of nonverbal memory than women. Eductation, activity across the lifespan, logical reasoning ability, the global cognitive status, the quality of sleep, and working memory performance positively predict CP in healthy adults.

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Nevertheless, it is interesting to note which goals and competencies found in the learning objective catalogue for patient safety in undergraduate medical education are addressed in the papers published here. Specifically, in which subject areas these are located, whether courses offered are elective or compulsory, how many students may benefit from the courses, whether they are taught mono or inter-professionally, and whether the courses are organized as separate events or affiliated with other subjects.

On the other hand, it is at least as important to note where there are blind spots, i.

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From this, it can be deduced what the reasons for this non-coverage might be and how this deficit could be counteracted locally and structurally as well as organizationally in higher education policy. In the articles published here, the authors cover subjects of patient safety that have been classified as essential in the learning objectives catalogue, such as Error, Blame, and Responsibility [2] as well as work on extent and epidemiology with the Hotspots Hygiene [3] , [4] , Drug Therapy Safety, and Polypharmacy [5].

In a comprehensive course at the University of Marburg, these patient safety topics are supplemented with an additional topic: sources of medical errors in diagnosis and indication status. Also, adverse events or critical incidents and related organizational factors, are embedded as learning objectives in two courses [2] , [6]. In two survey studies on the subject of interfaces, desiderata are formulated to improve handovers [7] and to teach and test them increasingly in an interprofessional context [8].

Initial approaches to implementing the above within the scope of medical education can be found elsewhere [9]. In addition, small work packages, deliverable by students, so called "entrustable professional acitivities" for students in the practical year were examined [10]. Within the scope of teaching strategies for patient safety, documentation and existing standards may be dealt with in courses on quality management; no papers on this topic where submitted to the special issue.

In two research projects, [6] , [11] students were sensitized to the recognition of occurred harm within a treatment and trained in the identification of factors that increase the likelihood of errors.

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