gms | German Medical Science

Qualität der "Neuen" Lehre in der Medizin
Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

04.11. bis 06.11.2005, Münster

A project report about the new integrated seminar “broken bone” at the department of anatomy and cellbiology of the University of Ulm


Qualität der "Neuen" Lehre in der Medizin. Jahrestagung der Gesellschaft für Medizinische Ausbildung - GMA. Münster, 04.-06.11.2005. Düsseldorf, Köln: German Medical Science; 2005. Doc05gma131

Die elektronische Version dieses Artikels ist vollständig und ist verfügbar unter:

Eingereicht: 15. Juli 2005
Veröffentlicht: 26. Oktober 2005

© 2005 Boeckers et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen ( Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.



New regulations for medical education have lead to changes in teaching demands. Novel seminars have to show an explicit connection between clinical and preclinical knowledge. We would like to present how the department of anatomy at the University of Ulm transformed these requirements in their so called integrated seminar "broken bone".This seminar is one of 11 modules in the pre-clinical education.The seminar group included 28 students in their 3rd semester. It was designed to integrate basic microscopic and macroscopic anatomic knowledge (i.e.bone tissue, embryology of the skeletal system, special terminology of all bony structures) in close relation to the basic knowledge of general fracture diagnosis and treatment. A catalogue of learning goals was clearly defined as a guideline for student presentations. In a second step the students were asked to transfer their newly acquired anatomic knowledge to plain X-ray images.Time, personal and room resources of the macroscopic anatomy course were used. The seminar consisted of 14 teaching lessons. No further increase of the already high study load resulted from it. Learning achievements were assessed by a written MC-examination. Students concluding overall evaluation showed a average grade of 2,04(1 best, 6 worst grade). In this seminar the integration of a limited amount of clinical content into basic preclinical education proved to be an effective and well accepted teaching method.