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Related Experiment Video

Updated: Aug 6, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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From summative MAAS Global to formative MAAS 2.0 - a workshop report.

Tjorven Stamer1, Geurt Essers2, Jost Steinhäuser1

  • 1University Hospital Schleswig-Holstein, Campus Lübeck, Institute of Family Medicine, Lübeck, Germany.

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|March 16, 2023
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Summary

The updated Maastricht History-taking and Advice Scoring List (MAAS 2.0) enhances medical communication assessment by focusing on patient context and formative feedback. This revision improves upon the widely-used MAAS Global tool for medical education.

Keywords:
MAAS 2.0MAAS Globalcommunicationdoctor patient communicationmedicine

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Area of Science:

  • Medical Education
  • Communication Skills Assessment

Background:

  • The Maastricht History-taking and Advice Scoring List (MAAS) is a key tool for assessing medical communication and clinical skills in medical education.
  • MAAS Global, used in Germany since 2015, is recognized for its quality design, psychometric properties, and user-friendliness.
  • MAAS 2.0, released in March 2021, represents an update with an increased emphasis on context and formative assessment.

Purpose of the Study:

  • To revise the MAAS Global assessment tool for improved medical communication and clinical skills evaluation.
  • To align the assessment with the Calgary-Cambridge model and enhance focus on the patient's perspective.
  • To modify the evaluation scale for a more formative, less grade-centric approach.

Main Methods:

  • Translation of the revised MAAS 2.0 assessment sheet into German with author permission.
  • Collaborative discussion of open questions with the revision process project manager.
  • Revision focused on patient's frame of reference, ambiguity reduction, and alignment with the Calgary-Cambridge model.

Main Results:

  • The revision prioritized the patient's frame of reference and context.
  • Ambiguities present in the previous MAAS Global version were addressed.
  • The evaluation scale was modified to a formative range, removing grade-related classification.

Conclusions:

  • MAAS 2.0 reorients content towards patient frame of reference, context, and formative assessment.
  • This revision establishes new benchmarks for evaluating medical patient communication in education.
  • The updated tool supports enhanced assessment of communication skills in undergraduate and postgraduate medical training.