Effects of the alternative medical curriculum at the Hannover Medical School on length of study and academic success.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES GMS Journal for Medical Education Pub Date : 2023-09-15 eCollection Date: 2023-01-01 DOI:10.3205/zma001646

Stefanos A Tsikas, Volkhard Fischer

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Abstract

Objective: The model curriculum HannibaL (Hannoversche integrierter berufsorientierter und adaptiver Lehrplan) differs significantly from other medical study programs in Germany in terms of its structure with which, among other factors, the Hannover Medical School (MHH) saw an opportunity to positively influence the length of study. We investigate how the length of medical study is influenced by the curriculum's structure and whether this has any impact on academic success.

Methods: We use data from over 2,500 students who studied medicine at MHH between 2011 and 2021. We measure study time as the number of years which pass until completion of the respective study phases and academic success as the grades achieved on final exams.

Results: Since they more often fail or postpone exams, students admitted based on special quotas (VQ) or a waiting list (WQ) need significantly more time to complete the first study phase (M1) compared to students who were admitted based on a selection process (AdH) or who belong to the "best school graduates" quota (AQ) because they earned the highest scores on the final secondary school exam. Yet, students from all admission groups reach the written state exam (M2) almost simultaneously. In HannibaL, WQ and VQ manage to catch up on delays from M1 with no negative impact on success in M2. In general, however, VQ and WQ achieve lower grades and drop out more often than students from AQ and AdH.

Discussion: In the regular curriculum, students can only proceed with their studies once M1 has been entirely completed. HannibaL, on the other hand, allows for the catching up of delays from the first two years of study by integrating both study phases. The curricular structure thus accommodates students with lower academic performance who accumulate delays early on in their studies. By contrast, delays in the AQ and AdH groups arise during the second phase of study (M2).

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汉诺威医学院替代医学课程对学习时间和学业成功的影响。

目的：HannibaL（Hannoversche integrierter berufsorientierter und adapter Lehrplan）模式课程在结构上与德国其他医学学习项目有很大不同，除其他因素外，汉诺威医学院（MHH）认为有机会对学习时间产生积极影响。我们调查了医学学习的时间长度如何受到课程结构的影响，以及这是否对学业成功有任何影响。方法：我们使用了2011年至2021年间在MHH学习医学的2500多名学生的数据。我们将学习时间衡量为完成各个学习阶段所需的年数，将学业成绩衡量为期末考试的成绩。结果：由于根据特殊配额（VQ）或等待名单（WQ）录取的学生往往无法通过或推迟考试，因此与根据选拔程序（AdH）录取或因在中学期末考试中获得最高分数而属于“最佳学校毕业生”配额（AQ）的学生相比，根据特殊配额或等待名单录取的学生需要更多的时间来完成第一个学习阶段（M1）。然而，来自所有录取组的学生几乎同时参加州笔试（M2）。在汉尼拔，WQ和VQ设法赶上了M1的延迟，而对M2的成功没有负面影响。然而，总的来说，与AQ和AdH的学生相比，VQ和WQ的成绩更低，辍学率更高。讨论：在常规课程中，学生只有在M1完全完成后才能继续学习。另一方面，汉尼拔通过整合两个研究阶段，弥补了前两年研究的延迟。因此，课程结构适应了学习成绩较低的学生，他们在学习初期就积累了延迟。相反，AQ和AdH组的延迟出现在研究的第二阶段（M2）。

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来源期刊

GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

3.40

自引率

12.50%

发文量

审稿时长

25 weeks

期刊介绍： GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.