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Quality management of clinical-practical instruction for Practical Year medical students in Germany - proposal for a catalogue of criteria from the German Society of Medical Education. 德国实践年医学生临床实践教学的质量管理——德国医学教育学会标准目录提案。
Pub Date : 2014-11-17 eCollection Date: 2014-01-01 DOI: 10.3205/zma000941
Patricia Raes, Matthias Angstwurm, Pascal Berberat, Martina Kadmon, Jerome Rotgans, Irmgard Streitlein-Böhme, Gerhard Burckhardt, Martin R Fischer

Objectives: Amended in 2013, the current version of the German Medical Licensure Regulation contains structural specifications that are also required of non-university institutions involved in Practical Year clinical training. The criteria are worded in relatively general terms. Furthermore, not all of the structural specifications can be readily applied to every subject area. In order to ensure commensurability in Practical Year instruction in Germany, not least in light of recently introduced Practical Year mobility, it is necessary to define consistent quality criteria for Practical Year training. The authors therefore propose a catalogue of criteria for the quality management process in Practical Year instruction facilities.

Methods: In January 2014, the board of directors of the German Society for Medical Education decided to establish a committee comprised of representatives from various German medical faculties. In a process similar to the Delphi methodology, the group developed criteria for structure, process and outcome quality in Practical Year training in Germany.

Results: The criteria developed for structure, process and outcome quality apply to Practical Year training in academic teaching hospitals and university medical centres. Furthermore, modalities for review are proposed.

Conclusions: The present catalogue of criteria is intended to contribute to the formation of a basis for the most consistent quality standards possible for Practical Year instruction in Germany.

目标:2013年修订的《德国医疗执照条例》的现行版本包含结构规范,参与实践年临床培训的非大学机构也需要这些规范。这些标准的措辞比较笼统。此外,并不是所有的结构规范都可以很容易地应用于每个主题领域。为了确保德国实践年教学的可通约性,尤其是考虑到最近引入的实践年流动性,有必要为实践年培训定义一致的质量标准。因此,作者提出了实践年教学设施质量管理过程的标准目录。方法:2014年1月,德国医学教育学会董事会决定成立一个由德国各医学院代表组成的委员会。在类似德尔菲方法的过程中,该小组制定了德国实践年培训的结构、过程和结果质量标准。结果:为结构、过程和结果质量制定的标准适用于学术教学医院和大学医疗中心的实践年培训。此外,还提出了审查的方式。结论:本标准目录旨在为德国实践年教学中最一致的质量标准奠定基础。
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引用次数: 11
The learning type makes the difference - the interrelation of Kolb's learning styles and psychological status of preclinical medical students at the University of Erlangen. 学习类型起作用——埃尔兰根大学临床预科医学生科尔布学习风格与心理状态的相互关系。
Pub Date : 2014-11-17 eCollection Date: 2014-01-01 DOI: 10.3205/zma000934
Pascal H Burger, Michael Scholz

Theories on learning styles and types have been integral to discussions on the basics of teaching for nearly 40 years. The learning style typology of Kolb divides learners into four groups (Diverger, Assimilator, Converger and Accomodator), which differ both in terms of their learning behaviour as well as personality and preferences. We studied the sense of coherence and burnout symptoms in medical students of the preclinical semesters (1(st) to 4(th) semester) at the Friedrich-Alexander University of Erlangen within the context of the observed learning styles. A total of 530 students were interviewed in winter semester 2012/13 using standardized psychometric questionnaires. Our students showed a significant correlation between the respective learning styles and expression of a sense of coherence, as well as cognitive and emotional burnout symptoms. The learning styles of the students differed significantly within these same parameters. We also demonstrated that learning styles and types not only influence study performance, but that there are also relationships to sense of coherence and psychological ailments. A more forward-looking integration of the theory of learning types in the medical education curriculum could positively influence both the performance and psychological well-being of the students.

近40年来,关于学习风格和学习类型的理论一直是关于教学基础的讨论中不可或缺的一部分。科尔布的学习风格类型学将学习者分为四组(发散型、同化型、收敛型和适应型),他们的学习行为以及个性和偏好都有所不同。在观察学习风格的背景下,我们研究了埃尔兰根弗里德里希-亚历山大大学临床前学期(1(1)至4(4)学期医学生的连贯感和倦怠症状。在2012/13冬季学期,使用标准化心理测量问卷对530名学生进行了访谈。我们的学生在各自的学习方式与连贯感的表达以及认知和情绪倦怠症状之间表现出显著的相关性。在相同的参数下,学生的学习风格差异显著。我们还证明,学习风格和类型不仅影响学习表现,而且还与连贯感和心理疾病有关。在医学教育课程中前瞻性地整合学习类型理论对学生的学习成绩和心理健康都有积极的影响。
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引用次数: 20
Comment from the public Medical Universities in Austria on the proposed catalogue of criteria. 奥地利公立医科大学对拟议标准目录的评论。
Pub Date : 2014-11-17 eCollection Date: 2014-01-01 DOI: 10.3205/zma000940
Wolfgang M Prodinger, Angelika Hofhansl
Mit dem Studienjahr 2014/15 ist das Klinisch-Praktische Jahr (KPJ), das mit dem Praktischen Jahr (PJ) in Deutschland und dem Wahlstudienjahr (WSJ) in der Schweiz vergleichbar ist, an allen öffentlichen Medizinischen Universitäten (MedUnis) in Österreich eingeführt. Die MedUnis haben sich sowohl auf das Klinisch-Praktische Jahr an sich wie auch auf die wesentlichen Eckpunkte freiwillig in einem Abstimmungsprozess verständigt. Es gibt weder im bundesweit geltenden Universitätsgesetz eine inhaltliche Vorgabe diesbezüglich, noch sieht das Ärztegesetz Regelungen vor. Somit gibt es keine der Approbationsordnung entsprechende Vorgabe und es liegt in der Hoheit der MedUnis die klinisch-praktische Ausbildung sowohl inhaltlich als auch strukturell zu definieren. Die vorliegenden Empfehlungen der GMA sind auf die deutsche Approbationsordnung ausgerichtet. Der Qualitätsmanagementprozess im Kriterienkatalog der GMA geht aber über die Vorgaben der Approbationsordnung hinaus und ist somit für einen europäischen / internationalen Austausch während des Humanmedizinstudiums hilfreich. Die österreichischen MedUnis haben Prozesse zur Anerkennung von akademischen Lehrabteilungen und Krankenhäusern (AKL) definiert, die sich in vielen Punkten auch im Kriterienkatalog der GMA zumQualitätsmanagement der klinisch-praktischen Ausbildung im Praktischen Jahr des Medizinstudiums wiederfinden. Weitere Überlegungen der MedUnis sind im Folgenden ausgeführt. Es wurde imWesentlichen auf jene Eckpunkte eingegangen, zu denen es eine Akkordierung der MedUnis gibt. Zu den Kriterien der Abteilungsgröße sei aus österreichischer Sicht angeführt, dass Definitionen über Bettenanzahl an ihre Grenze stoßen, da in der Versorgung immer mehr das Leistungsspektrumund Qualitätskriterien einer Abteilung an Bedeutung gewinnen und über die Vergabe von Ausbildungsberechtigungen entscheiden. Die Ableitung der Zahl der KPJ-Plätze von der Anzahl der Fachärzte folgt der Logik der postgraduellen Ausbildung. Das KPJ ist Teil der universitären Ausbildung, in der die Befähigung und die Bereitschaft der Ausbildenden das arbeitsplatzbasierte Lernen zu unterstützen und zu fördern im Mittelpunkt steht. Daher können auch Ärztinnen/Ärzte in Ausbildung zum jeweiligen Sonderfach bei entsprechender didaktischer Schulung Aufgaben übernehmen. Die Richtlinien für eine Anerkennung als AKL sehen vor, dass sich die Lehrabteilungen verpflichten die von den Medizinischen Universitäten vorgegebenen Ausbildungsstandards (Lernziele) zu erfüllen. Diese sind in den Ausbildungsplänen für alle Fächer, in denen ein KPJ absolviert werden kann, von den MedUnis festgehalten und definieren somit die inhaltlichen Vorgaben für die Lehrab-
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引用次数: 0
30 Years of the Zeitschrift für Medizinische Ausbildung (GMS Z Med Ausbild): heading in a good direction. Zeitschrift für Medizinische Ausbildung (GMS Z Med Ausbild) 30 周年:朝着好的方向前进。
Pub Date : 2014-11-17 eCollection Date: 2014-01-01 DOI: 10.3205/zma000942
Eckhart G Hahn, Götz Fabry, Martin R Fischer
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引用次数: 0
Clinical practice and self-awareness as determinants of empathy in undergraduate education: a qualitative short survey at three medical schools in Germany. 临床实践和自我意识是本科教育中共情的决定因素:一项在德国三所医学院进行的定性短期调查。
Pub Date : 2014-11-17 eCollection Date: 2014-01-01 DOI: 10.3205/zma000938
Florian Ahrweiler, Christian Scheffer, Gudrun Roling, Hadass Goldblatt, Eckhart G Hahn, Melanie Neumann

Study aim: Physician empathy constitutes an outcome-relevant aim of medical education. Yet, the factors promoting and inhibiting physician empathy have not yet been extensively researched, especially in Germany. In this study, we explored German medical students' views of the factors promoting and inhibiting their empathy and how their experiences were related to their curricula.

Methods: A qualitative short survey was conducted at three medical schools: Bochum University, the University of Cologne and Witten/Herdecke University. Students were invited to complete an anonymous written questionnaire comprised of open-ended questions inquiring about the educational content of and situations during their medical education that positively or negatively impacted their empathy. Data were analyzed through qualitative content analysis according to the methods of Green and Thorogood.

Results: A total of 115 students participated in the survey. Respondents reported that practice-based education involving patient contact and teaching with reference to clinical practice and the patient's perspective improved their empathy, while a lack of these inhibited it. Students' internal reactions to patients, such as liking or disliking a patient, prejudice and other attitudes, were also considered to influence their empathy. Although each of the three schools takes a different approach to teaching interpersonal skills, no relevant differences were found in their students' responses concerning the possible determinants of empathy.

Conclusion: Providing more training in practice and more contact with patients may be effective ways of promoting student empathy. Students need support in establishing therapeutic relationships with patients and in dealing with their own feelings and attitudes. Such support could be provided in the form of reflective practice training in order to promote self-awareness. More research is needed to evaluate these hypothetical conclusions.

研究目的:医师共情构成医学教育的结果相关目标。然而,促进和抑制医生共情的因素尚未得到广泛的研究,特别是在德国。在本研究中,我们探讨了德国医学生对促进和抑制他们共情的因素的看法,以及他们的经历如何与他们的课程相关。方法:在波鸿大学、科隆大学和威滕/赫尔德克大学三所医学院进行定性短期调查。学生们被邀请完成一份匿名的书面问卷,问卷由开放式问题组成,询问他们在医学教育期间的教育内容和情况,这些内容和情况对他们的同理心有积极或消极的影响。根据Green和Thorogood的方法对数据进行定性含量分析。结果:共有115名学生参与调查。受访者报告说,以实践为基础的教育包括病人接触和教学,参考临床实践和病人的观点,提高了他们的同理心,而缺乏这些抑制了它。学生对病人的内在反应,如喜欢或不喜欢病人、偏见和其他态度,也被认为会影响他们的同理心。虽然这三所学校在教授人际交往技巧方面采取了不同的方法,但在学生对移情可能决定因素的反应中没有发现相关差异。结论:加强实践培训和与患者的接触可能是促进学生共情的有效途径。学生在与病人建立治疗关系和处理自己的感受和态度方面需要支持。这种支持可以以反思性实践训练的形式提供,以促进自我意识。需要更多的研究来评估这些假设的结论。
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引用次数: 29
Effects of a rater training on rating accuracy in a physical examination skills assessment. 评定员训练对体格检查技能评定准确度的影响。
Pub Date : 2014-11-17 eCollection Date: 2014-01-01 DOI: 10.3205/zma000933
Gunther Weitz, Christian Vinzentius, Christoph Twesten, Hendrik Lehnert, Hendrik Bonnemeier, Inke R König

Background: The accuracy and reproducibility of medical skills assessment is generally low. Rater training has little or no effect. Our knowledge in this field, however, relies on studies involving video ratings of overall clinical performances. We hypothesised that a rater training focussing on the frame of reference could improve accuracy in grading the curricular assessment of a highly standardised physical head-to-toe examination.

Methods: Twenty-one raters assessed the performance of 242 third-year medical students. Eleven raters had been randomly assigned to undergo a brief frame-of-reference training a few days before the assessment. 218 encounters were successfully recorded on video and re-assessed independently by three additional observers. Accuracy was defined as the concordance between the raters' grade and the median of the observers' grade. After the assessment, both students and raters filled in a questionnaire about their views on the assessment.

Results: Rater training did not have a measurable influence on accuracy. However, trained raters rated significantly more stringently than untrained raters, and their overall stringency was closer to the stringency of the observers. The questionnaire indicated a higher awareness of the halo effect in the trained raters group. Although the self-assessment of the students mirrored the assessment of the raters in both groups, the students assessed by trained raters felt more discontent with their grade.

Conclusions: While training had some marginal effects, it failed to have an impact on the individual accuracy. These results in real-life encounters are consistent with previous studies on rater training using video assessments of clinical performances. The high degree of standardisation in this study was not suitable to harmonize the trained raters' grading. The data support the notion that the process of appraising medical performance is highly individual. A frame-of-reference training as applied does not effectively adjust the physicians' judgement on medical students in real-live assessments.

背景:医学技能评估的准确性和可重复性普遍较低。运动员训练几乎没有效果。然而,我们在这一领域的知识依赖于涉及整体临床表现的视频评分的研究。我们假设,在高度标准化的从头到脚的身体考试中,侧重于参考框架的评分培训可以提高课程评估评分的准确性。方法:采用21名评分员对242名医三学生的学业表现进行评估。11名评分员被随机分配,在评估前几天接受简短的参考框架培训。218次遭遇成功地录象,并由另外三名观察员独立地重新评估。准确度定义为评分者的等级与观察者的等级中位数之间的一致性。评估结束后,学生和评分员都填写了一份关于他们对评估的看法的问卷。结果:评分者训练对准确性没有可测量的影响。然而,经过训练的评分者的评分明显比未经训练的评分者严格,而且他们的总体严格程度更接近于观察者的严格程度。调查问卷显示,受过训练的评分者对光环效应有较高的认识。虽然学生的自我评价反映了两组评分员的评价,但由训练有素的评分员评估的学生对自己的成绩感到更不满。结论:训练虽然有一定的边际效应,但对个体的准确性没有影响。这些在现实生活中遇到的结果与先前使用视频评估临床表现的评估员培训的研究一致。本研究的标准化程度过高,不适合统一训练有素的评估师的评分。这些数据支持这样一种观点,即评估医疗绩效的过程是高度个人化的。应用参照系训练不能有效调整医师对医学生在实际评估中的判断。
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引用次数: 11
Clerkship in primary care: a cross-sectional study about expectations and experiences of undergraduates in medicine. 初级保健见习:医学本科生期望与经验的横断面研究。
Pub Date : 2014-11-17 eCollection Date: 2014-01-01 DOI: 10.3205/zma000936
Stephan Fuchs, Andreas Klement, Thomas Lichte, Jens Abendroth

Introduction: With the amendment of the medical licensure act (Approbationsordnung) in 2012, a four-week clerkship in primary care (FHV) became mandatory. We investigated the expectations with which students begin the FHV, which criteria are relevant in selecting the location for the FHV, and the experiences the students had during the FHV.

Method: In a cross-sectional study, all third-year students at both medical schools in Saxony-Anhalt were surveyed in 2013 about their expectations and experiences regarding the FHV. This is the last cohort for which the FHV is optional. Questions were asked about 29 items addressing six topics (personal information, selection of FHV location, selection of FHV medical practice, expectations, experiences, and specialty selection).

Results: Out of a student body of 446, responses were received from N=424 (response rate 95.1%; of which 61.8% female). Of these students, 71 (16.7%) had completed the FHV and 70 (16.5%) were planning to; another 267 students (63%) had not (yet) planned to participate in an FHV. Where a student's parents lived, personal recommendations of a particular medical practice and the attractiveness of the region were the most important criteria for selecting the clerkship site. After completing the FHV, the learning objectives reflected themselves in the experiences of the students in a similar order and significance as in the expectations of students who planned or had not (as of yet) planned to complete the FHV. A relevant influence of the FHV confirming the choice to specialize in general practice or outpatient care was not indicated by those who had completed the FHV.

Conclusion: After location and practice, the FHV is selected according to personal criteria and in connection with prioritized learning objectives. From the students' perspective, the most frequently named learning objectives are also identified as acquired experience after completing the FHV. However, the FHV does not have a reinforcing effect on the selection of general practice as a specialty.

导读:随着2012年《医疗执照法》(批准)的修订,为期四周的初级保健(FHV)见习成为强制性的。我们调查了学生开始FHV的期望,选择FHV地点的相关标准,以及学生在FHV期间的经历。方法:在一项横断面研究中,于2013年对萨克森-安哈特州两所医学院的所有三年级学生进行了调查,了解他们对FHV的期望和经历。这是最后一个可选的FHV队列。问题涉及6个主题(个人信息、选择FHV地点、选择FHV医疗实践、期望、经验和专业选择),共29个项目。结果:在446名学生中,收到了N=424份回复(回复率95.1%;其中61.8%为女性)。在这些学生中,71人(16.7%)已完成FHV, 70人(16.5%)正计划完成FHV;另有267名学生(63%)尚未计划参加FHV。学生父母居住的地方,个人推荐的特定医疗实践和该地区的吸引力是选择实习地点的最重要标准。在完成FHV后,学习目标反映在学生的经历中,其顺序和重要性与计划或尚未(截至目前)计划完成FHV的学生的期望相似。那些完成了FHV测试的人没有发现FHV测试对他们选择全科医生或门诊医生的相关影响。结论:经过定位和实践,根据个人标准和优先学习目标选择FHV。从学生的角度来看,最常提到的学习目标也被认为是在完成FHV后获得的经验。然而,FHV对全科医生作为专业的选择没有强化作用。
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引用次数: 2
Role models play the greatest role - a qualitative study on reasons for choosing postgraduate training at a university hospital. 榜样的作用最大——大学医院研究生培养选择原因的定性研究。
Pub Date : 2014-11-17 eCollection Date: 2014-01-01 DOI: 10.3205/zma000937
Bonnie Stahn, Sigrid Harendza

Objective: Why physicians choose a certain specialty at a university hospital for their postgraduate training is incompletely understood. Our aim was to identify factors that led physicians from different generations to opt for postgraduate training in a specialty with high or low patient contact at a university hospital.

Methods: We conducted 14 semi-structured interviews with residents and attending physicians from the departments of Internal Medicine (high patient contact) and Laboratory Medicine (low patient contact) at the University Hospital Hamburg-Eppendorf, Germany. We used template analysis to code the interview transcripts and iteratively reduced and displayed the data. Initial codes and concepts were shaped into categories until agreement on the final template was reached.

Results: We identified five main categories of factors that influenced postgraduate specialty selection. Role models with a civilized code of behavior and expertise in their specialty had had the greatest influence on participants' choice of a specialty across generations. Electives and a doctoral thesis project had also influenced participants' decisions, mainly because of meeting a role model in their supervisor. Patient contact and intellectual challenges were identified as contributing factors in the selection of a specialty with high patient contact. As reasons for selecting a university hospital for postgraduate education four categories were identified: the possibility to participate in scientific research, a broad spectrum of activities, personal contacts and future career opportunities.

Conclusions: The professional attitudes of teachers as role models were identified as having the greatest influence on postgraduate education choices. Besides other actions to attract students to certain specialties for their postgraduate education, the aspect of being perceived as a role model while teaching requires particular attention when preparing medical faculty for undergraduate medical teaching.

目的:目前尚不完全清楚为什么大学医院的医生会选择某一专业进行研究生培训。我们的目的是确定导致不同世代的医生选择在大学医院的患者接触较多或较少的专业进行研究生培训的因素。方法:我们对德国汉堡-埃彭多夫大学医院内科(患者接触率高)和检验科(患者接触率低)的住院医师和主治医生进行了14次半结构化访谈。我们使用模板分析对访谈记录进行编码,并迭代简化和显示数据。在对最终模板达成一致之前,最初的代码和概念被划分为不同的类别。结果:我们确定了影响研究生专业选择的五大类因素。具有文明行为准则和专业知识的榜样对参与者跨代选择专业的影响最大。选修课程和博士论文项目也影响了参与者的决定,主要是因为他们遇到了导师的榜样。患者接触和智力挑战被认为是选择具有高患者接触的专业的因素。作为选择大学医院进行研究生教育的原因,确定了四个类别:参与科学研究的可能性、广泛的活动、个人联系和未来的职业机会。结论:教师职业态度对研究生教育选择的影响最大。除了其他吸引学生进入某些专业进行研究生教育的行动外,在为医学院本科教学做准备时,在教学中被视为榜样方面需要特别注意。
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引用次数: 18
Hands-on - general medicine - circuit-training in the auditorium--a practical equivalent to a lecture. 动手——全科医学——在礼堂里进行电路训练——相当于一场讲座。
Pub Date : 2014-08-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000919
Wolfgang A Blank, Hannes Blankenfeld, Anton J Beck, Anna-Maria Frangoulis, Florian Vorderwülbecke, Andreas Fleischmann

Introduction: Traditional university teaching formats are of limited use when it comes to conveying the inner workings and specific remit of general medicine in a practical way. Small supervised groups present themselves as a plausible and effective alternative for learning to interact with patients in low prevalence areas.

Description of the project: A frontal lecture was transformed into an interactive seminar-like lecture for 280 students. Short kick-off presentations served as an introduction to rotating circuit stations. Knowledge, skills and professional attitude specific to general and family medicine were intensively trained by 28 small groups in and around the auditorium by means of activating didactic methods. The small groups were supervised by experienced GP's trained as tutors. During six days, consisting of 3.5 hour sessions per day, working methods, a large variety of common medical conditions, preventive primary care and care for the elderly were amongst the topics addressed.

Results: This new format was successfully implemented and developed with regards to content as well as organisation. Well over 90% of the 274 participating students evaluated tutors' commitment, coherent delivery of content, learner-oriented atmosphere and practical focus positively. Given the advantages of a small-group learning situation, the somewhat cramped conditions were accepted by 92%.

Discussion: The innovative concept was able to work successfully within the specific framework of patient care in a general and family medicine setting. A creative approach to the lack of space managed to mobilise resources for practical small-group work. Being able to work on specific general practice problems in a small-group setting and immediately reflect upon them was rated positively overall.

Conclusions: Responsibilities and specific working methods in general practice / family medicine can be trained successfully even with large groups of students when limited space is used creatively. In a supervised circuit-training setting, students are able to apply their existing knowledge and skills in a practical way. Further research is needed to assess individual learning success and gains in competence under this novel learning situation.

导读:传统的大学教学模式在以实际的方式传达全科医学的内部工作原理和具体职责方面作用有限。在低患病率地区,受监督的小型小组是学习与患者互动的一种合理而有效的替代方法。项目描述:将一场正面讲座转化为280名学生参与的互动式研讨式讲座。简短的开球演讲作为旋转电路站的介绍。28个小组通过积极的教学方法,对普通医学和家庭医学特有的知识、技能和专业态度进行了集中培训。小组由经验丰富的全科医生作为导师进行监督。在为期六天、每天3.5小时的会议中,讨论了工作方法、各种常见医疗条件、预防性初级保健和老年人护理等主题。结果:这种新格式在内容和组织方面都得到了成功的实施和发展。274名参与调查的学生中,超过90%的人对导师的承诺、连贯的授课内容、以学习者为导向的氛围和实践重点给予了积极的评价。考虑到小组学习环境的优势,92%的人接受了有些拥挤的环境。讨论:创新的概念能够在普通和家庭医学设置的患者护理的具体框架内成功地工作。一个创造性的方法来解决空间不足的问题,设法为实际的小组工作调动资源。能够在小组环境中解决具体的全科实践问题并立即对其进行反思,总体上被评为积极的。结论:创造性地利用有限的空间,即使有大量的学生,全科/家庭医学的职责和具体工作方法也可以成功地进行培训。在有监督的电路训练环境中,学生能够以实际的方式应用他们现有的知识和技能。需要进一步的研究来评估在这种新的学习环境下的个人学习成功和能力增益。
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引用次数: 3
Dr. med.--obsolete? A cross sectional survey to investigate the perception and acceptance of the German medical degree. med.博士——过时了吗?横断面调查调查的看法和接受德国医学学位。
Pub Date : 2014-08-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000922
Xenia Heun, Christian Eisenlöffel, Bastian Barann, Brigitte Müller-Hilke

Purpose: To obtain the German Medical Degree "Dr.med." candidates are required to write a scientific thesis which is usually accomplished during Medical school education. This extra work load for the students amongst a lack of standardization and an M.D. awarded upon graduation in other European and Anglo-Saxon countries leads repeatedly to criticism of the German system. However, a systematic survey on the perception and acceptance of the German doctoral thesis among those affected is overdue.

Methods: Using an online questionnaire, medical students as well as licensed doctors were asked for the status of their medical degree, their motivation, personal benefit, time and effort, scientific output, its meaningfulness and alternatives concerning their thesis. Patients were asked, how important they value their general practitioner's title "Dr. med.". The resulting data were evaluated performing basic statistic analyses.

Results and conclusions: The title "Dr. med." does not seem to be obsolete, but there is room for improvement. The scientific output is good and only a mere 15.1% of the candidates do not publish their results at all. Moreover, while at an early stage motivation, appreciation and recognition of personal benefits from the medical degree are considered as independent aspects, they merge to a general view at later stages. The current practice is considered most meaningful by the ones who have already finished their thesis. However, there are discrepancies between the expected and the actual length as well as the type of the thesis indicating that mentoring and educational advertising need improvement. As for the patients, their educational level seems to correlate with the significance attributed to the title "Dr. med." held by their physician.

目的:为了获得德国医学学位“Dr.med”,候选人需要写一篇科学论文,这通常是在医学院教育期间完成的。由于缺乏标准化,再加上在其他欧洲和盎格鲁-撒克逊国家毕业后获得医学博士学位,学生们的额外工作量不断增加,导致德国的教育体系不断受到批评。然而,对那些受影响的人对德国博士论文的看法和接受程度进行系统调查是迟来的。方法:采用在线问卷调查的方式,对医学生和执业医师的学位现状、动机、个人利益、时间和精力、论文产出、意义和替代方案等进行调查。患者被问及他们对全科医生头衔“医学博士”的重视程度。对所得数据进行基本统计分析。结果和结论:“医学博士”这个头衔似乎并没有过时,但仍有改进的余地。科学产出很好,只有15.1%的候选人根本不发表他们的结果。此外,虽然在早期阶段,动机、对医学学位个人利益的欣赏和认识被认为是独立的方面,但在后期阶段,它们合并为一个总体观点。那些已经完成论文的人认为目前的做法最有意义。然而,论文的预期长度和实际长度以及论文的类型都存在差异,这表明指导和教育广告需要改进。至于患者,他们的教育水平似乎与他们的医生所持有的“医学博士”头衔的重要性相关。
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引用次数: 3
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GMS Zeitschrift fur Medizinische Ausbildung
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