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

Experiences with the integration of PBL in a clinical curriculum


  • corresponding author presenting/speaker Karim A. Gawad - Universitätsklinikum Hamburg-Eppendorf, Klinik für Allgemein-, Viszeral- und Thoraxchirurgie, Hamburg, Deutschland
  • Alexander Karpowsky
  • Oliver Zehler
  • Lena Liebl
  • Jakob Izbicki
  • author Hendrik van den Bussche - Universität Hamburg, Zentrum für Psychosoziale Medizin, Institut für Allgemeinmedizin, Hamburg, Deutschland

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. Doc05gma033

The electronic version of this article is the complete one and can be found online at:

Received: July 15, 2005
Published: October 26, 2005

© 2005 Gawad et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( You are free: to Share – to copy, distribute and transmit the work, provided the original author and source are credited.



Aim: to show the first experience of integrating PBL in a blended curriculum according to the new AO with a large number of students

Summary of work: The new clinical curriculum for medicine at the University of Hamburg (KliniCuM ) had been successfully implemented for three trimesters now. Several teaching modalities had been integrated including PBL, traditional lectures, bed-side teaching, skills training and others. The "operating specialties" (general surgery, urology, cardiac surgery, traumatology, orthopedics, anesthesia) as well as all other clinical specialties integrated PBL as one teaching modality in their curriculum. 12 parallel PBL groups (n=10 each) were instituted once every week. Tutors of each specialty lead one group throughout the trimester dealing with cases from all the different specialties. At the end of each trimester a student as well as tutor evaluation was performed.

Summary of results: Evaluation was positive on both, student and tutor side. PBL reached the highest scores in student evaluation besides skills training thus outscoring bed-side teaching and other modalities.

Conclusion: PBL can be successfully integrated in a blended curriculum