gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

05.10. - 08.10.2011, München

Development of a modular integrated, medical curriculum: an eight step approach at Charité – Universitätsmedizin Berlin

Vortrag

  • corresponding author presenting/speaker Tanja Hitzblech - Charité Universitätsmedizin Berlin, DSFZ, Berlin, Deutschland
  • author Asja Maaz - Charité Universitätsmedizin Berlin, DSFZ, Berlin, Deutschland
  • author Olaf Ahlers - Charité Universitätsmedizin Berlin, DSFZ, Berlin, Deutschland
  • author Jan Breckwoldt - Charité Universitätsmedizin Berlin, DSFZ, Berlin, Deutschland
  • author Irene Brunk - Charité Universitätsmedizin Berlin, DSFZ, Berlin, Deutschland
  • author Agata Mossakowski - Charité Universitätsmedizin Berlin, DSFZ, Berlin, Deutschland
  • author Konstanze Vogt - Charité Universitätsmedizin Berlin, DSFZ, Berlin, Deutschland
  • author Oliver Wendt - Charité Universitätsmedizin Berlin, DSFZ, Berlin, Deutschland
  • author Harm Peters - Charité Universitätsmedizin Berlin, DSFZ, Berlin, Deutschland

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). München, 05.-08.10.2011. Düsseldorf: German Medical Science GMS Publishing House; 2011. Doc11gma074

DOI: 10.3205/11gma074, URN: urn:nbn:de:0183-11gma0748

Veröffentlicht: 26. September 2011

© 2011 Hitzblech et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.de). Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Text

Question: Changing medical curricula from traditional to integrated competence-orientated concepts is a dynamic interactive process. To keep the curriculum development transparent for a faculty, it is essential to standardize the planning process.

Methods: A curricular framework had been designed for a total of forty modules by a group of educational experts and students. This framework defines the overall learning objectives and competencies to be achieved for each individual 4-week module. The planning process of each module includes eight meetings with defined agendas, combined with formal faculty development elements. Specific topics were:

1.
curricular principles,
2.
students’ outcome orientation and defining main topics for each week,
3.
designing and
4.
discussing learning objectives,
5.
peer review of learning objectives,
6.
creating problem-based-learning cases,
7.
assessment planning,
8.
finalising and
9.
evaluating the process.

The primary goal of this process is to develop a manual containing the complete learning objectives.

Results: Twelve modules have been developed successfully by using this eight step approach. A continuously updated and improved portfolio has been provided to the all participants of the module design groups. This portfolio has become a key instrument for curricular design and faculty development.

Conclusion: A defined, continuously improved 8 step approach is appropriate and effective to develop, implement and evaluate a competency-based integrated curriculum.