gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

10.11. bis 12.11.2006, Köln

Experiences with different integration concepts of case-based e-learning

Konzepte zur Integration von fallbasierten e-learning in ein Curriculum


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Jahrestagung der Gesellschaft für Medizinische Ausbildung - GMA. Köln, 10.-12.11.2006. Düsseldorf, Köln: German Medical Science; 2006. Doc06gma074

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

Published: October 23, 2006

© 2006 Hege 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.



E-Learning applications are an indispensable component of modern medical curricula. It was shown that people learn more effectively and faster by using e-learning applications under certain conditions and demonstrate better knowledge retention [1], [2]. However, the empirical basis for best practice guidelines for an appropriate integration of computerized teaching methods in medical education is small [3], [4]. Therefore, the aim of our study was, to compare different implementation strategies of e-learning, using the CASUS system for case-based learning, with respect to motivational aspects and acceptance of both, students and teachers.

Apart from general aspects, like feasability, software and content requirements and curricular structure, which have to be considered when including e-learning into a curriculum, the integration concept itself is crucial for a successful implementation.

The examplary concepts we have analyzed, are voluntary (1) as well as obligatory integration, (2) and a learning by teaching approach, (3) (see table [Tab. 1]).

All settings have been implemented at the Ludwig-Maximilians-University Munich (LMU) in different content domains. The results of these strategies will be described and the assets and drawbacks concerning feasability, acceptance and effort are discussed.

As a synthesis from the experience with these strategies, we developed an improved integration setting, combining voluntary e-learning use with exam-relevant content(4). This integration concept is currently implemented in internal medicine at the LMU with a high acceptance of both students and teachers.


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