4,402 Works

Culture and Healthcare in Medical Education: Migrants' Health and Beyond

Michael Knipper, Secil Akinci & Nedim Soydan
One of the main challenges for teaching programs on immigration, ethnic diversity and health is to transform the commonplace notion of “culture” into a helpful tool for medical training and practice. This paper presents the teaching approach of an interdisciplinary course on “migrants’ health” established at the University of Giessen since 2004, which has recently been complemented by a thematically related collaboration with two universities in Latin America (Ecuador, Peru). The overall goal is to...

Criteria for the successful completion of medical dissertations – A multicenter study

Olaf Kuhnigk, Volker Reissner, Aenne M. Böthern, Astrid Biegler, Markus Jüptner, Ingo Schäfer & Sigrid Harendza
Objective: In order to acquire the academic title “doctor” in Germany, it is essential to complete a dissertation. A high number of publications at German universities are based on medical dissertations. The reasons why some dissertations are successfully accomplished and why some are not completed – despite far-reaching consequences – have been barely investigated to date. Methods: 467 students in the ninth semester at five German universities participated in this study in 2003. A questionnaire...

Fakultätsinterne Prüfungen an den deutschen medizinischen Fakultäten

Andreas Möltner, Roman Duelli, Franz Resch, Jobst-Hendrik Schultz & Jana Jünger
Mit der im Jahr 2002 novellierten Ärztlichen Approbationsordnung gewannen die fakultätsinternen Prüfungen im klinischen Studienabschnitt erheblich an Bedeutung. Sie sollen die Stärkung des Praxisbezugs der medizinischen Ausbildung abbilden und sind Teil des Abschlusszeugnisses. Um eine Übersicht zu gewinnen, wie sich dadurch die „Prüfungskultur“ an den medizinischen Fakultäten entwickelt hat, wurde im Herbst 2007 eine Umfrage an allen medizinischen Fakultäten in Deutschland durchgeführt. Allen Studiendekanaten wurde ein Fragebogen zugesandt, welcher Fragen zur zentralen Organisation enthielt. Für...

GMA Jahrestagung 2009 - Ein Rückblick

Marianne Giesler, Silke Biller, Rudolf Korinthenberg & Irmgard Streitlein-Böhme
[for full text, please go to the a.m. URL]

The joint issue of the Tijdschrift voor Medisch Onderwijs and the GMS Zeitschrift für Medizinische Ausbildung, Heft 02/2010

Robbert Duvivier & Margot Weggemans
[for full text, please go to the a.m. URL]

Innovatives Medizinstudium der Semmelweis Universität Budapest am Asklepios Campus Hamburg

Gusztáv Stubnya, Ádám Hantos, Jörg Weidenhammer & Tivadar Tulassay
In diesem Artikel stellen wir ein neues bisher in Europa einzigartiges länderübergreifendes Hochschulbildungsmodell vor. Dargestellt wird die Zusammenarbeit der Semmelweis Universität Budapest mit dem Asklepios Campus Hamburg. Nach mehrjährigen Verhandlungen ist es nun möglich, dass Studenten, die in Ungarn ihr Physikum gemacht haben, in Hamburg ihre klinische Ausbildung fortsetzen und abschließen können. Wir berichten über die Hintergründe und historischen Zusammenhänge sowie die rechtlichen Voraussetzungen dieser Entwicklung und beschreiben den gegenwärtigen Stand sowie die zukünftigen Planungen...

Research in medical education: pratical impact on medical training and future challenges

Diana H. J. M. Dolmans & Cees P. M. Van Der Vleuten
Medical education research has changed over the years from merely descriptive studies towards justification or curriculum comparison studies and, nowadays, towards a slow introduction of more clarification studies. In clarification studies quantitative and qualitative methods are used to explain why or how educational interventions work or do not work. This shift is described in this paper. In addition, it is explained how research into workplace learning and assessment has impacted developments in educational practice. Finally,...

Medical education in Europe

Jan C. C. Borleffs & Eckhart G. Hahn
[for full text, please go to the a.m. URL]

The bachelor-master structure (two-cycle curriculum) according to the Bologna agreement: a Dutch experience

Jan B.M. Kuks
The Groningen Medical Curriculum is an example of a two-cycle curriculum with a course leading to the Bachelor’s degree followed by a course at the end of which students receive a Master’s degree in medicine. Moreover a third cycle is in the offing, in the form of a PhD trajectory for students who wish to pursue a career in research. The Groningen curriculum is based on the CanMEDS competency model. In addition to describing the...

The 2009 framework for undergraduate medical education in the Netherlands

Roland F. J. M. Laan, Ron R. M. Leunissen & C. L. A. Van Herwaarden
The 2009 Framework defines the joint Dutch national learning outcomes to be attained by medical students after completing their three-year master programme in medicine. The Framework thus helps to guarantee to society at large and to patients in particular that medical graduates who are starting out as practitioners have attained a certain professional level. This level is the aggregate of the physicians’ target profile, physicians’ (sub-) competencies to be achieved and the list of issues...

Virtual medical campus: the increasing importance of E-learning in medical education

Josef Smolle
In 2002, along with the integration of a new, integrated curriculum in human medicine, the Virtual Medical Campus Graz was installed. It accompanies the whole curriculum with electronic materials tailored to the needs of the students and the forthcoming examinations. To date, more than 15,000 learning objects have been developed, and students download up to 200,000 learning objects per month. Particular emphasis is placed on Web-Based Training materials, but video and simulations are also included....

Multiprofessional education to stimulate collaboration: a circular argument and its consequences

Petrie F. Roodbol
The current developments in healthcare are unprecedented. The organization of health care is complex. Collaboration is essential to meet all the healthcare needs of patients and to achieve coordinated and unambiguous information. Multiprofessional education (MPE) or multidisciplinary training (MDT) seems a logical step to stimulate teamwork. However, collaboration and MPE are wrestling with the same problems: social identity and acceptance.

The Bologna agreement is not suitable for medical education: a German view

Josef Pfeilschifter
Central elements of the Bologna declaration have been implemented in a huge variety of curricula in humanities, social sciences, natural sciences and engineering sciences at German universities. Overall the results have been nothing less than disastrous. Surprisingly, this seems to be the perfect time for German universities to talk about introducing a curriculum that is fully compatible with the Bologna declaration for medical education as well. However, German medical education does not have problems the...

Two-cycle curriculum - bachelor-master structure according to the Bologna agreement: the Swiss experience in Basle

Hedwig J Kaiser & Claudia Kiessling
In the autumn of 2006, the first cohort of students started with the bachelor programme in Basle. The whole curriculum had to be changed from the old system to the new two-cycle system. The implementation of the Bologna reform in Switzerland has been successful especially with regard to the very tight time schedule. Ongoing evaluation will detect fields for improvement which will of course arise in such a fundamental process of change. A major challenge...

Medical universities in Austria: impact of curriculum modernization on medical education

Martin Lischka
During the last decade medical education in Austria has seen more changes than in the whole of the previous century, with a complete overhaul of the structure of undergraduate curricula. Curricula now are organized in thematic, integrated modules, students have early patient encounters, the number of examinations has been drastically reduced, objective examinations have been introduced throughout the entire course as has skills training, and quality management is assured. As a consequence of the judgement...

Dresden Faculty selection procedure for medical students: what impact does it have, what is the outcome?

Mike Hänsel, S. Klupp, Anke Graupner, Peter Dieter & Thea Koch
Since 2004 German universities have been able to use a selection procedure to admit up to 60 percent of new students. In 2005, the Carl Gustav Carus Faculty of Medicine at Dresden introduced a new admission procedure. In order to take account of cognitive as well as non-cognitive competencies the Faculty used the following selection criteria based on the legal regulations for university-admissions: the grade point average of the school-leaving exam (SSC, Abitur), marks in...

Gender and sex: issues in medical education

Toine Lagro-Janssen
There is ample scientific evidence to support the importance of gender issues in health and illness. If we fail to take such sex and gender differences sufficiently into account, this will affect the quality of health care provided to men and women, and this is precisely what good medical education means to prevent. In this paper examples are given that show how knowledge, attitudes and skills relating to sex and gender can be implemented in...

Quality assurance of medical education: a case study from Switzerland

Christian Schirlo & Rolf Heusser
In the light of ongoing changes and challenges in the European health systems which also have significant implications for undergraduate medical education, the present paper describes the accreditation of medical education programmes in Switzerland focussing on undergraduate medical education. A summary of the methodology used is provided and first experiences as well as future perspectives are discussed in the light of the aim to achieve continuous quality assurance and improvement in medical education.

How should ethnic diversity be represented in medical curricula? A plea for systematic training in cultural competence

Michael Knipper, Conny Seeleman & Marie-Luise Essink-Bot
Ethnic diversity has become a common reality in European societies, including those of Germany and the Netherlands. Given that ethnic minority groups and immigrants are known to be especially vulnerable to inequalities in health, access to services and quality of care, the need for cultural competency training in medical education is widely acknowledged. This paper presents four key issues in providing medical students and physicians with the knowledge, attitudes and skills to adapt medical care...

A student's perspective from the Medical University of Innsbruck

Ursula Neubauer & Gregor Kastl
[for full text, please go to the a.m. URL]

Should the general curriculum of medical schools include teaching in 'alternative medicine'?

F. R. Rosendaal
[for full text, please go to the a.m. URL]

36 different ways to study medicine

Sandra Zeuner, Teresa Henke, Elisabeth Achilles, Daniela Kampmeyer & Paul Schwanitz
[for full text, please go to the a.m. URL]

Future medical doctors need to be informed about CAM to ensure safe and competent patient care

Claudia Witt, Benno Brinkhaus & S.N. Willich
[for full text, please go to the a.m. URL]

Quality assurance of medical education in the Netherlands: programme or systems accreditation?

Harry F. P. Hillen
Accreditation is an instrument that is used worldwide to monitor, maintain and improve the quality of medical education. International standards have been defined to be used in reviewing and evaluating the quality of education. The organization and the process of accreditation of medical education programmes in the Netherlands and in Flanders are described in some detail. Accreditation can be based on the results of a detailed assessment of an educational programme or on an evaluation...

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