Artikel
Who takes care of final year students? Comparison of university hospitals and teaching hospitals
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Autoren
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Katrin Schüttpelz-Brauns
- Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
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Kathrin Nühse
- Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
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Janine Günther
- University of Freiburg, Medical Faculty, Freiburg, Germany
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Maria Lammerding-Köppel
- University of Tubingen, Medical Faculty, Tubingen, Germany
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Andreas Möltner
- Heidelberg University, Medical Faculty, Heidelberg, Germany
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Claudia Grab
- Ulm University, Medical Faculty, Ulm, Germany
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Elisabeth Narciß
- Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
| Veröffentlicht: | 7. März 2017 |
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Gliederung
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Introduction: Mentors in the final year require clinical experience, didactical training for the special field of workplace-based training and teaching experiences in clinical settings. Furthermore training will be more effective if students stay there for longer rotations duration as well as having one physician who is conducting the training exclusively (1:1-caring).
Objectives: We wanted to analyze the differences in those frame conditions between university hospitals and teaching hospitals.
Material & Methods: 182 final year mentors in university hospitals and 275 final year mentors in teaching hospitals in Baden-Württemberg answered an online-questionnaire concerning their status of clinical experience, teaching experience in the final year and didactical training.
Results: Final year mentors in university hospitals had in median more than 10 years clinical experience whereas clinical experience in teaching hospitals in median was more than 20 years. Experience with final year students was in median 5 to 10 years in university hospitals and over 10 years in teaching hospitals. 25% of mentors in university hospitals were resident physicians and 53% were senior physicians. 36% of mentors in teaching hospitals were senior physicians and 47% were head physicians. 25% of final year mentors in university hospitals and 33% of final year mentors in teaching hospitals had didactical training. Median duration of student rotation during the final year was 6 weeks in university and in teaching hospitals. 57% cared 1:1 for final year students in university hospitals and 78% in teaching hospitals.
Conclusion: Final year mentors have sound clinical experience and are also very experienced in mentoring final year students. Final year mentors in teaching hospitals have a higher status than final year mentors in university hospitals. Teaching hospitals have a stronger focus on 1:1-caring than university hospitals. It should be questioned whether longer experience with final year students evokes difficulties in change management processes due to routine of mentors.
