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

Skills and knowledge of medical students after completing emergency medicine course using three different teaching approaches


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  • corresponding author presenting/speaker Jan Breckwoldt - Charité - Campus Benjamin Franklin, Klinik für Anästhesiologie und operative Intensivmedizin, Berlin, Deutschland
  • Dominik Beetz

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. Doc05gma057

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 Breckwoldt 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.



Objectives: To compare three different teaching approaches in emergency medicine.

Methods: 5th year medical students were randomly assigned to three groups. Group 1 was given a conventional university teaching using problem based learning (PBL) on mega code dummies. Group 2 was trained and then supported a Basic Life Support (BLS) unit of the Emergency Medical Service for a working day, and group 3 was trained and then sent to teach Basic Life Support (BLS) to schoolchildren. After the course the students were evaluated by a written test and an objective structured clinical examination (OCSE). The OSCE was interpreted regarding total measured points and mistakes relevant to patient's safety.

Results: The written test results were not statistically different for all groups. For total measured points of the OSCE group 1 (university-PBL) reached 78% of possible points, group 2 (EMS) 77%, and group 3 (school) 83%. Mistakes with potential to compromise patient's safety were seen 38% in group 1, 30% in group 2, and 14% in group 3. There was no statistical difference for total OSCE points, but concerning potential patient's safety significant difference was present between group 3 (school) and the other two groups.

Conclusion: Making medical students teach resuscitation to schoolchildren does not lead to worse performance in theoretical knowledge of emergency medicine as compared to traditional medical training. Regarding the potential safety of a patient practical performance is significantly better.