gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

27.09. - 29.09.2012, Aachen

Design and implementation of 3rd semester students’ outcomes in a modular curriculum of medicine

Vortrag

  • corresponding author Harm Peters - Charite - Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Deutschland
  • Asja Maaz - Charite - Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Deutschland
  • Tanja Hitzblech - Charite - Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Deutschland
  • Irene Brunk - Charite - Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Deutschland
  • Christoph Röhr - Charite - Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Deutschland
  • Jörg Pelz - Charite - Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Deutschland
  • Oliver Wendt - Charite - Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Deutschland
  • Jan Breckwoldt - Charite - Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Deutschland

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Aachen, 27.-29.09.2012. Düsseldorf: German Medical Science GMS Publishing House; 2012. DocV512

doi: 10.3205/12gma140, urn:nbn:de:0183-12gma1408

Veröffentlicht: 18. September 2012

© 2012 Peters 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 vervielf&aauml;ltigt, verbreitet und &oauml;ffentlich zug&aauml;nglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Text

Background: The Charité – Universitätsmedizin Berlin introduced a modular, integrated curriculum of medicine in 2010. Within this we wanted to define appropriate outcomes for 3rd semester students and design a supporting curricular structure.

Summary of work: The 3rd semester includes 4 modules of 4 weeks each (“Skin”, “Motion”, “Circulatory System”, “Nutrition, Digestion, Metabolism”). In a faculty-wide module planning process one single, prototypic disease was selected for each single week. Weekly outcomes according to Miller´s pyramid were defined as the ability to show focused history taking and clinical examination and the knowledge of principles of diagnosis, treatment and patients care in the selected diseases. In every week, the selected disease was presented in a patient-based lecture and and was the topic of an onward patient-related clinical skill training. Basic sciences courses, problem-based learning and communication training were grouped around. Students were assessed in patient-based structured practical-oral examinations at end-term.

Summary of results: Students and teachers evaluated the weekly outcomes and its supporting curricular structure positively. More than 95% of the students passed end-term assessment.

Conclusions: “Weekly outcomes” serve well as a structure for the step-wise implementation of early stage medical students’ outcomes.