gms | German Medical Science

16. Grazer Konferenz – Qualität der Lehre: Curriculum planning and assessment

19. - 21. April 2012, Timisoara, Romania

Integrating CanMed, SCLO and Tuning project (Medicine) competencies into the undergraduate Medical education curriculum at Graz Medical University


16. Grazer Konferenz – Qualität der Lehre 2012 - Curriculum planning and assessment. Timisoara, Romania, 19.-21.04.2012. Düsseldorf: German Medical Science GMS Publishing House; 2012. Doc12grako27

doi: 10.3205/12grako27, urn:nbn:de:0183-12grako274

Veröffentlicht: 5. September 2012

© 2012 Kresse et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen ( Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.



Background: In order to comply with the contemporary demand any medial curriculum is faced with, i.e. to be competency-oriented as well as outcome-based, we sought to re-evaluate and wherever necessary remedy our 8 years ago established reform curriculum of undergraduate medical education.

Summary of work: Unlike other undertakings of how to re-define and/or rejuvenate medical curricula, where a small expert group focuses on the major part of creative work which later on is more or less just faithfully handed over to department heads and teaching coordinators for implementation (with the impending danger that implementation might never happen), we sought from the beginning to involve as many people concerned with implementation as possible right from the beginning. Thus, 5 ‘core groups’ concerned with different chronological segments of the curriculum (core group 1-3), as well as two teams concerned with the implementation of learning outcomes (core group 5) and assessment (core group 4) were established. The team concerned with learning outcomes prepared a computer-based interactively accessible hybridized version of the learning outcomes of CanMeds, the Swiss Catalogue of Learning Objectives for Undergraduate Medical Training (SCLO) and the Tuning Project Medicine in a threefold manner, i.e. symptomsoriented, clinical faculty-based and role-oriented according to the role definitions to be achieved within pre-graduate Medical education.

Summary of results: The project to be presented here is a currently still ongoing process. However, first results are presenting themselves in the sheer amount of lively discussions in various departments and subsequent changes in contents of teaching and modes of assessment in teaching programs that are changing already. Even the initial part of our medical curriculum that is not covered in any of the above-mentioned catalogues for learning outcomes in Medical education, i.e. preclinical teaching, is now aroused and obviously compelled to come up with their own learning objectives to be followed up by subsequent clinical teaching modules.

Conclusions: Although the process is currently not nearly completed, the involvement from the beginning of as many ‘executors of teaching’ as possible seems to be the safest predictor of anything, thought up with the best possible outcome in mind, to actually come to life later on.