gms | German Medical Science

15. Grazer Konferenz – Qualität der Lehre: Teaching and Learning – Expanding our Resources

28. - 30. April 2011 Wien, Österreich

Infectious diseases bedside teaching in the third year of medical curricula

Poster

  • corresponding author Thomas Valentin - Medical University of Graz, Section of Infectious Diseases, Division of PulmonologyDepartment of Internal Medicine, Graz, Austria
  • author Martin Hoenigl - Medical University of Graz, Section of Infectious Diseases, Division of PulmonologyDepartment of Internal Medicine, Graz, Austria
  • author Helmut J.F. Salzer - Medical University of Graz, Section of Infectious Diseases, Division of PulmonologyDepartment of Internal Medicine, Graz, Austria
  • author Elisabeth Daghofer - Medical University of Graz, Institute of Hygiene, Microbiology and Environmental Medicine, Graz, Austria
  • author Ines Zollner-Schwetz - Medical University of Graz, Section of Infectious Diseases, Division of PulmonologyDepartment of Internal Medicine, Graz, Austria
  • author Holger Flick - Medical University of Graz, Section of Infectious Diseases, Division of PulmonologyDepartment of Internal Medicine, Graz, Austria
  • author Robert Krause - Medical University of Graz, Section of Infectious Diseases, Division of PulmonologyDepartment of Internal Medicine, Graz, Austria

15. Grazer Konferenz – Qualität der Lehre: Teaching and Learning – expanding our resources. Wien, Österreich, 28.-30.04.2011. Düsseldorf: German Medical Science GMS Publishing House; 2012. Doc11grako52

DOI: 10.3205/11grako52, URN: urn:nbn:de:0183-11grako525

Published: April 25, 2012

© 2012 Valentin et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en). You are free: to Share – to copy, distribute and transmit the work, provided the original author and source are credited.


Outline

Poster

Current medical curricula in Austria increasingly emphasize contact of medical students to clinical medicine in an early phase of medical education. As part of module 13- tolerance, defense and regulation, the section of infectious diseases, Department of Medicine, Medical University Graz offers obligatory practical training in form of bedside teaching to medical students. Goal of the study was to analyze the impact of the interactive, highly practically relevant training on medical students by analyzing evaluation forms over a study period of 2 years.

Infectious Diseases bedside teaching is offered to groups of a maximum of 6 students, with a teacher /student rate of 1:6 or less, in a single session with a duration of nearly 4 hours. The teacher takes the students directly to the bed of the hospitalized patient. The students will take the medical history, clinical status, present possible differential diagnoses. The teacher will monitor and intermittenly deeepen students knowledge by providing adequate background information. Thereafter teacher and students discuss the patient in a highly interactive way by looking through the patients charts and discussing diagnostic and therapeutic approaches. Between February 2009 and October 2010 module 13 was evaluated four times by medical students. Evaluation forms contain one section each were students had to fill out their suggestions and critique, and where students were asked what they liked most about the module. This study focuses on this two sections.

In the suggestion and critique section a total of 146 entrys were delivered and bedside teaching was mentioned 6 times. Four medical students suggested to expand the bedside teaching part of the module, each 1 suggested smaller groups of students and splitting of the 4 hour teaching unit into more and shorter units on different days. In the w¨ hat did you like mosts¨ection a total of 121 entrys were delivered and the term bedside teaching was mentioned 26 times. 23 medical students named bedside teaching itself and the ethusiasm of the teacher, while 3 students named the practical relevance of bedside teaching as the part of the module they liked most.