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Compatibility of scientific research and specialty training in general practice. A cross-sectional study. 全科医学科研与专业训练的相容性。横断面研究。
Pub Date : 2014-08-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000923
Thomas Kötter, Solveig Carmienke, Wolfram J Herrmann

Objective: In many departments of General Practice (GP) in Germany, young doctors who are trainees also work as researchers. Often these trainees work part time at the university and part time as a trainee in clinical practice. However, little is known about the situation of the actors involved. The aim of the study was to investigate the perspectives of GP trainees, heads of departments and GP trainers regarding the combination of research and GP training.

Methods: We conducted a web-based survey with the heads of all German departments of General Practice, GP trainees who also conduct research and their GP trainers. The questionnaires consisted of open and closed questions. The results were analyzed using descriptive statistics and qualitative methods.

Results: 28 heads of GP departments and 20 GP trainees responded. The trainees were mostly very satisfied with their situation as a trainee. However, the trainees considered the combination of research and GP training as difficult. The respondents name as problems the coordination of multiple jobs and the lack of credibility given to research in General Practice. They name as solutions research-enabling training programs and uniform requirements in training regarding research.

Conclusion: The combination of GP training and scientific research activity is perceived as difficult. However, well-organized and designed programs can improve the quality of the combination.

目的:在德国的许多全科医生(GP)部门,年轻的实习医生也担任研究人员。这些受训者通常在大学兼职,在临床实习中兼职。然而,有关参与者的情况知之甚少。本研究的目的是调查全科医生实习生、部门主管和全科医生培训师对研究与全科医生培训相结合的看法。方法:我们对所有德国全科医生部门的负责人、也进行研究的全科医生学员和他们的全科医生培训师进行了一项基于网络的调查。问卷由开放式和封闭式问题组成。采用描述性统计和定性方法对结果进行分析。结果:共有28名全科科室负责人和20名全科学员参与了问卷调查。学员们大都对自己的实习情况非常满意。然而,受训者认为将研究与全科医生培训相结合是困难的。受访者认为问题在于多工作的协调和全科医学研究缺乏可信度。他们将研究培训计划和统一的研究培训要求作为解决方案。结论:全科医生培训与科研活动相结合的难度较大。然而,组织和设计良好的程序可以提高组合的质量。
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引用次数: 9
Recommendations for undergraduate training in the primary care sector--position paper of the GMA-Primary Care Committee. 初级保健部门的本科培训建议——gma初级保健委员会的立场文件。
Pub Date : 2014-08-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000927
Bert Huenges, Markus Gulich, Klaus Böhme, Folkert Fehr, Irmgard Streitlein-Böhme, Viktor Rüttermann, Erika Baum, Wilhelm-Bernhard Niebling, Herbert Rusche

During their studies to become medical professionals, all students are obliged to become familiar with various aspects of primary care. The aim is to provide all students with a high quality training which ensures the best possible cooperation across all sectors of the medical system. Primary care comprises the primary use of the medical service by an unfiltered set of patients as well as continued patient care--including home-care. This position paper was developed together with representatives of the German Society of University Teachers of General Practice (GHA), the German Society for Ambulatory General Paediatrics (DGAAP), the German Society of General Practice and Family Medicine (DEGAM) and the German Society for Internal Medicine (DGIM). It includes recommendations for teaching in the field of primary care in four different types of internships such as preclinical work experience ("Hospitation"), 4-week clinical traineeships of a casual nature ("Famulatur") and 2-week courses of structured and assessed clinical training ("Blockpraktikum") as well as a broad-based 4-month elective clinical placement in the final year (known as a practical year, "PJ"). The recommendations encompass structural and process criteria for internships in different general practices. In addition, for the first time recommendations for teaching on campus--in the fields of general medicine, paediatrics, numerous cross-sectional areas and other clinical fields, but also for clinical skills training--are set down here. In this position paper the intention is to demonstrate the possible ways in which more aspects of primary care could be integrated into undergraduate medical training.

在成为医学专业人员的学习过程中,所有学生都有义务熟悉初级保健的各个方面。其目的是为所有学生提供高质量的培训,以确保医疗系统各部门之间的最佳合作。初级保健包括未经过滤的一组患者对医疗服务的主要使用,以及持续的患者护理————包括家庭护理。这份立场文件是与德国全科医学大学教师协会(GHA)、德国门诊普通儿科协会(DGAAP)、德国全科医学和家庭医学协会(DEGAM)和德国内科医学协会(DGIM)的代表共同制定的。它包括在四种不同类型的实习中对初级保健领域的教学提出建议,如临床前工作经验(“住院”),为期四周的非正式临床培训(“Famulatur”)和两周的结构化和评估临床培训课程(“Blockpraktikum”),以及在最后一年(称为实践年,“PJ”)进行为期四个月的广泛选修临床实习。这些建议包括不同全科实习的结构和流程标准。此外,这里还首次提出了校园教学的建议——在全科医学、儿科、众多横截面领域和其他临床领域,以及临床技能培训领域。在这一立场文件中,目的是展示将初级保健的更多方面纳入本科医学培训的可能方式。
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引用次数: 19
Examination performances of German and international medical students in the preclinical studying-term--a descriptive study. 德国和国际医学生临床前学期考试成绩的描述性研究
Pub Date : 2014-08-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000921
D Huhn, F Resch, R Duelli, A Möltner, J Huber, K Karimian Jazi, A Amr, W Eckart, W Herzog, C Nikendei

Introduction: Medical students with a migration background face several specific problems during their studies. International surveys show first indications that this group of students performs worse in written, oral or practical exams. However, so far, nothing is known about the performance of international students in written pre-clinical tests as well as in pre-clinical State Examinations for German-speaking countries.

Method: A descriptive, retrospective analysis of the exam performances of medical students in the pre-clinical part of their studies was conducted at the Faculty of Medicine of Heidelberg in for the year 2012. Performance in written tests of the final exams in the second (N=276), third (N=292) and fourth semester (N=285) were compared between German students, students from EU countries and students from non-EU countries. Same comparison was drawn for the performance in the oral exam of the First State Examination in the period from 2009 - 2012 (N=1137).

Results: German students performed significantly better than students with a non-EU migration background both in all written exams and in the oral State Examination (all p<.05). The performance of students with an EU migration background was significantly better than that of students with a non-EU background in the written exam at the end of the third and fourth semester (p<.05). Furthermore, German students completed the oral exam of the First State Examination significantly earlier than students with a non-EU migration background (<.01).

Discussion: Due to its poorer performance in written and oral examinations and its simultaneously longer duration of study, the group of non-German medical students with a country of origin outside of the European Union has to be seen as a high-risk group among students with a migration background. For this group, there is an urgent need for early support to prepare for written and oral examinations.

具有移民背景的医学生在学习过程中面临着几个具体问题。国际调查初步显示,这类学生在笔试、口试或实践考试中表现较差。然而,到目前为止,对国际学生在临床前书面考试和德语国家临床前国家考试中的表现一无所知。方法:对2012年海德堡医学院医学生临床前部分考试成绩进行描述性、回顾性分析。比较德国学生、欧盟国家学生和非欧盟国家学生在第二学期(276人)、第三学期(292人)和第四学期(285人)期末考试的笔试成绩。对2009 - 2012年第一次国家考试口试成绩进行同样的比较(N=1137)。结果:德国学生在所有笔试和国家口试中的表现都明显优于非欧盟移民背景的学生。讨论:由于其在笔试和口试中的表现较差,同时其学习时间较长,非欧盟原籍国的非德国医学生群体必须被视为具有移民背景的学生中的高风险群体。对于这一群体,迫切需要及早得到支持,以准备笔试和口试。
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引用次数: 17
The use of Facebook in medical education--a literature review. Facebook在医学教育中的应用——文献综述。
Pub Date : 2014-08-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000925
Tanja Pander, Severin Pinilla, Konstantinos Dimitriadis, Martin R Fischer

Background: The vogue of social media has changed interpersonal communication as well as learning and teaching opportunities in medical education. The most popular social media tool is Facebook. Its features provide potentially useful support for the education of medical students but it also means that some new challenges will have to be faced.

Aims: This review aimed to find out how Facebook has been integrated into medical education. A systematical review of the current literature and grade of evidence is provided, research gaps are identified, links to prior reviews are drawn and implications for the future are discussed.

Method: The authors searched six databases. Inclusion criteria were defined and the authors independently reviewed the search results. The key information of the articles included was methodically abstracted and coded, synthesized and discussed in the categories study design, study participants'phase of medical education and study content.

Results: 16 articles met all inclusion criteria. 45-96% of health care professionals in all phases of their medical education have a Facebook profile. Most studies focused on Facebook and digital professionalism. Unprofessional behavior and privacy violations occurred in 0.02% to 16%. In terms of learning and teaching environment, Facebook is well accepted by medical students. It is used to prepare for exams, share online material, discuss clinical cases, organize face-to-face sessions and exchange information on clerkships. A few educational materials to teach Facebook professionalism were positively evaluated. There seems to be no conclusive evidence as to whether medical students benefit from Facebook as a learning environment on higher competence levels.

Discussion: Facebook influences a myriad of aspects of health care professionals, particularly at undergraduate and graduate level in medical education. Despite an increasing number of interventions, there is a lack of conclusive evidence in terms of its educational effectiveness. Furthermore, we suggest that digital professionalism be integrated in established and emerging competency-based catalogues.

背景:社交媒体的流行改变了医学教育中人与人之间的交流,也改变了医学教育中的学习和教学机会。最流行的社交媒体工具是Facebook。它的特点为医学生的教育提供了可能有用的支持,但也意味着必须面对一些新的挑战。目的:本综述旨在了解Facebook是如何融入医学教育的。提供了对当前文献和证据等级的系统综述,确定了研究差距,绘制了与先前综述的联系,并讨论了对未来的影响。方法:检索6个数据库。定义纳入标准,作者独立审查检索结果。对纳入文献的关键信息进行系统的提取、编码、综合,并从研究设计、研究对象的医学教育阶段、研究内容等方面进行讨论。结果:16篇文章符合全部纳入标准。45-96%的医疗保健专业人员在其医学教育的各个阶段都有Facebook个人资料。大多数研究集中在Facebook和数字专业主义上。不专业行为和侵犯隐私的发生率为0.02%至16%。在学习和教学环境方面,Facebook被医学生所接受。它被用来准备考试、分享在线材料、讨论临床病例、组织面对面的会议和交流有关职员的信息。一些教授Facebook专业精神的教材得到了积极的评价。似乎没有确凿的证据表明医学生是否从Facebook作为一个学习环境中受益于更高的能力水平。讨论:Facebook影响着医疗保健专业人员的方方面面,尤其是在医学教育的本科和研究生阶段。尽管干预措施越来越多,但就其教育效果而言,缺乏确凿的证据。此外,我们建议将数字专业精神整合到现有的和新兴的基于能力的目录中。
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引用次数: 103
Recommendations of the German Society for Medical Education and the German Association of Medical Faculties regarding university-specific assessments during the study of human, dental and veterinary medicine. 德国医学教育学会和德国医学院协会关于在人类医学、牙科医学和兽医学研究期间进行大学特定评估的建议。
Pub Date : 2014-08-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000926
Jana Jünger, Ingo Just

The practice of assessing student performance in human, dental and veterinary medicine at universities in German-speaking countries has undergone significant changes in the past decade. Turning the focus to practical requirements regarding medical practice during undergraduate study away from an often theory-dominated curriculum, the academic scrutiny of the basics of teaching medical knowledge and skills, and amendments to legislation, all require ongoing adjustments to curricula and the ways in which assessments are done during undergraduate medical education. To establish quality standards, the Gesellschaft für medizinische Ausbildung (GMA German Society for Medical Education) reached a consensus in 2008 on recommendations for administering medical school-specific exams which have now been updated and approved by the GMA assessments committee, together with the Medizinischer Fakultätentag (MFT German Association of Medical Faculties), as recommendations for the administration of high-quality assessments.

在过去十年中,德语国家的大学评估学生在人类医学、牙科和兽医学方面的表现的做法发生了重大变化。在本科学习期间,将重点从通常以理论为主导的课程转向医学实践的实践要求,对医学知识和技能教学基础的学术审查,以及立法的修订,都需要不断调整课程和本科医学教育期间的评估方式。为了确立质量标准,德国医学教育协会(Gesellschaft f r medizinische Ausbildung)于2008年就管理医学院特定考试的建议达成了共识,这些建议现已由德国医学教育协会(GMA)评估委员会与Medizinischer Fakultätentag (MFT德国医学院协会)更新并批准,作为管理高质量评估的建议。
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引用次数: 3
German medical students' exposure and attitudes toward pharmaceutical promotion: a cross-sectional survey. 德国医科学生对药品促销的接触和态度:横断面调查。
Pub Date : 2014-08-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000924
Kristine Jahnke, Marcel Stephan Kremer, Carsten Oliver Schmidt, Michael M Kochen, Jean-François Chenot

Objective: Early contact of medical students with pharmaceutical promotion has been shown in many international studies. We assessed the frequency and places of contact of German medical students to pharmaceutical promotion and examined their attitudes toward pharmaceutical promotional activities.

Methods: This cross-sectional survey was based on a self-developed questionnaire. It was distributed to all clinical students at the University of Goettingen Medical School in 2010. A 4-point rating scale was used to assess the attitudes toward different statements regarding pharmaceutical promotion.

Results: The overall response rate was 55% (702/1287). The proportion of students with direct contact to pharmaceutical sales representatives increased from 21% in the first clinical year up to 77% in the final year. 60% were contacted during their elective clerkship. 80% had accepted promotional gifts. 86% stated their prescribing behavior to be unsusceptible to the influence of accepting promotional gifts. However, 35% of the unsusceptible students assumed doctors to be susceptible. Almost all (90%) reported that dealing with pharmaceutical promotion was never addressed during lectures and 65% did not feel well prepared for interactions with the pharmaceutical industry. 19% agreed to prohibit contacts between medical students and the pharmaceutical industry.

Conclusions: German medical students get in contact with pharmaceutical promotion early and frequently. There is limited awareness for associated conflicts of interests. Medical schools need to regulate contacts and incorporate the topic in their curriculum to prepare students for interactions with the pharmaceutical industry.

目的:许多国际研究表明,医科学生很早就接触到药品促销活动。我们对德国医科学生接触药品促销的频率和地点进行了评估,并考察了他们对药品促销活动的态度:这项横断面调查基于一份自行编制的问卷。方法:这项横断面调查基于一份自制问卷,于 2010 年向戈廷根大学医学院的所有临床医学学生发放。采用 4 点评分法评估学生对有关药品促销的不同说法的态度:总回复率为 55%(702/1287)。直接接触药品销售代表的学生比例从临床一年级的 21% 增加到最后一年的 77%。60%的学生在选修实习期间接触过医药销售代表。80% 接受过促销礼品。86%的人表示他们的处方行为不受接受促销礼品的影响。然而,35% 的未受影响学生认为医生也会受影响。几乎所有学生(90%)都表示,在授课过程中从未涉及过如何处理药品促销问题,65%的学生认为没有为与制药业的互动做好充分准备。19%的人同意禁止医学生与制药业接触:结论:德国医科学生很早就经常接触到药品促销。对相关利益冲突的认识有限。医学院需要规范学生与制药业的接触,并将该主题纳入课程,使学生为与制药业的互动做好准备。
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引用次数: 0
International electives in the final year of German medical school education--a student's perspective. 德国医学院教育最后一年的国际选修课——一个学生的视角。
Pub Date : 2014-08-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000918
Darius Ebrahimi-Fakhari, Mridul Agrawal, Lara Wahlster

The final year of medical school has a unique role for introducing students to their future responsibilities and challenges. At many medical schools, electives at an accredited institution abroad are a common part of the student's final year experience. International electives provide an opportunity for a personal and academic experience that will often create new perspectives on clinical medicine and research, medical education and healthcare policy. In this article the authors reflect on their experience as elective students abroad and discuss the contribution of international electives to the constant development and progress of local final year rotations. They identify key areas for improving final year electives and outline essential features for a valuable and successful final year elective.

医学院的最后一年在向学生介绍他们未来的责任和挑战方面具有独特的作用。在许多医学院,在国外认证机构的选修课是学生最后一年经历的一个常见部分。国际选修课程为个人和学术体验提供了机会,这通常会为临床医学和研究、医学教育和医疗保健政策创造新的视角。在这篇文章中,作者反思了他们作为选修学生在国外的经验,并讨论了国际选修课程对当地最后一年轮转的不断发展和进步的贡献。他们确定了改进最后一年选修课的关键领域,并概述了有价值和成功的最后一年选修课的基本特征。
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引用次数: 8
The active participation of German-speaking countries in conferences of the Association for Medical Education in Europe (AMEE) between 2005 and 2013: a reflection of the development of medical education research? 2005年至2013年期间,德语国家积极参加欧洲医学教育协会(AMEE)会议:医学教育研究发展的反映?
Pub Date : 2014-08-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000920
Patricia Raes, Daniel Bauer, Franziska Schöppe, Martin R Fischer

Objectives: Medical education is gaining in significance internationally. A growing interest in the field has been observed in German-speaking countries (Austria, Germany, Switzerland) since the early 2000s. This interest is not, however, reflected in an increase in the number of publications on medical education of German-speaking authors in international professional journals. The following investigation examines the potential use of active participant numbers of German-speaking researchers at AMEE conferences as a means of measuring said development.

Methods: The AMEE conference proceedings from the categories poster presentations, short communications, research papers and plenary presentations from the years 2005-2013 were examined for evidence of Austrian, German and Swiss participation. The abstracts were subsequently analysed in terms of content and categorised according to study design, methodology, object of study, and research topic.

Results: Of the 9,446 analysed abstracts, 549 contributions show at least one first, last or co-author from Austria, Germany or Switzerland. The absolute number of contributions per conference varied between 44 in 2010 and 77 in 2013. The percentage fluctuated between 10% in 2005 and 4.1% in 2010. From the year 2010 onwards, however, participation increased continually. The research was predominantly descriptive (62.7%). Studies on fundamental questions of teaching and learning (clarification studies) were less frequent (4.0%). For the most part, quantitative methods (51.9%) were implemented in addressing subjects such as learning and teaching methods (33%), evaluation and assessment (22.4%) or curriculum development (14.4%). The study population was usually comprised of students (52.5%).

Conclusions: The number of contributions from Austria, Germany and Switzerland peak at the beginning and at the end of the evaluated period of time. A continual increase in active participation since 2005 was not observed. These observations do not reflect the actual increase of interest in medical education research in German-speaking countries.

目的:医学教育在国际上越来越重要。自21世纪初以来,德语国家(奥地利、德国、瑞士)对这一领域的兴趣日益浓厚。然而,这种兴趣并没有反映在国际专业期刊上德语作者关于医学教育的出版物数量的增加上。下面的调查考察了在AMEE会议上讲德语的研究人员的积极参与人数作为衡量上述发展的一种手段的潜在用途。方法:从2005-2013年的AMEE会议论文集中,从海报展示、简短交流、研究论文和全体会议报告中,研究奥地利、德国和瑞士参与的证据。随后对摘要进行内容分析,并根据研究设计、方法、研究对象和研究主题进行分类。结果:在9446篇分析摘要中,549篇论文显示至少有一位第一、最后或共同作者来自奥地利、德国或瑞士。每次会议的绝对贡献人数从2010年的44人到2013年的77人不等。这一比例在2005年的10%和2010年的4.1%之间波动。然而,从2010年起,参与人数不断增加。研究以描述性为主(62.7%)。关于教与学的基本问题的研究(澄清性研究)较少(4.0%)。在大多数情况下,定量方法(51.9%)被用于解决学习和教学方法(33%)、评价和评估(22.4%)或课程开发(14.4%)等主题。研究人群通常由学生组成(52.5%)。结论:来自奥地利、德国和瑞士的捐款数量在评估期的开始和结束时达到高峰。自2005年以来,没有观察到积极参与的人数持续增加。这些观察结果并不能反映德语国家对医学教育研究兴趣的实际增加。
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引用次数: 4
Medical education in Germany--work in progress. 德国的医学教育——正在进行中。
Pub Date : 2014-08-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000928
Götz Fabry, Martin R Fischer
DerWissenschaftsrat, das wichtigste Beratungsgremium für die Bundesund Landesregierungen in Sachen, Wissenschaft, Forschung und Hochschulen, hat sich zum wiederholten Mal mit der ärztlichen Ausbildung befasst. Mit Manfred Prenzel ist seit Anfang 2014 ein ausgewiesener empirischer Bildungsforscher Vorsitzender des Wissenschaftsrates. In dem am 11. Juli 2014 veröffentlichten Bericht „Empfehlungen zurWeiterentwicklung des Medizinstudiums in Deutschland“ werden zum einen die Ergebnisse einer Bestandsaufnahme der humanmedizinischen Modellstudiengänge vorgestellt; zum anderen werden daraus Empfehlungen für das zukünftigeMedizinstudium insgesamt abgeleitet [1]. Die wichtigste Erkenntnis dieses Papiers ist damit schon benannt: Die „Modellstudiengangsklausel“, die 1999 insbesondere deshalb in die Approbationsordnung aufgenommen wurde, um den in den Startlöchern stehenden Reformstudiengang in Berlin zu ermöglichen, hat sich bewährt. Das Ziel dieser Klausel, „zukunftsweisende Studiengestaltungen“ zu erproben und Erfahrungen zu sammeln, in wieweit sich die dort erprobten innovativen Lehrund Lernformen auch zur Verbesserung der Regelstudiengänge nutzen lassen, wurde erreicht. Die dadurch gegebeneMöglichkeit, neue Wege des Medizinstudiums zu erproben und das enge Korsett der Approbationsordnung damit etwas zu lockern, war sicherlich einer der wichtigsten Gründe für die dynamische Entwicklung rund um das Medizinstudium in den letzten zwei Jahrzehnten und hat vielfältige Veränderungen angestoßen, nicht nur in den mittlerweile neun Modellstudiengängen im engeren Sinn, sondernweit darüber hinaus. Insgesamt kommt der Wissenschaftsrat also zu einer positiven Bewertung der verschiedenen Versuche, das Medizinstudium umfassend strukturell, inhaltlich und methodisch-didaktisch neu zu organisieren. Der Bericht kann sich zwar nicht auf eine abschließende Evaluation im eigentlichen Sinn stützen, was vor allem an den bekannten methodischen Schwierigkeiten liegt, die sich beim direkten Vergleich von verschiedenen Curricula ergeben sowie im Hinblick auf die Frage, ob naheliegende Kriterien wie etwa die Leistungen in den staatlichen Prüfungen überhaupt sinnvolle und hinreichend differenzierende Outcome-Parameter sind. Trotz dieser Einschränkungen sieht der Wissenschaftsrat in Übereinstimmung mit Erkenntnissen aus der internationalen Literatur hinreichende Belege für eine positive Bewertung der in den Modellstudiengängen umgesetzten Grundprinzipien Kompetenzund Patientenorientierung, vertikale und horizontale Integration sowie im Hinblick auf die dort erprobten alternativen Lehrund Prüfungsformate, insbesondere das problemorientierte Lernen. Alle diejenigen, die die Entwicklung der letzten zwei Jahrzehnte intensiv verfolgt undmitgestaltet haben, wird der Bericht kaum überraschen, denn er führt zum einen die Linie fort, die der Wissenschaftsrat bereits mit den 1992, damals kontrovers diskutierten „Leitlinien zur Reform desMedizinstudiums“ zugrunde gelegt hat [2]. Zum
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引用次数: 6
Predictive value of the school-leaving grade and prognosis of different admission groups for academic performance and continuity in the medical course - a longitudinal study. 不同录取群体离校年级和预后对医学课程学习成绩和连续性的预测价值——一项纵向研究。
Pub Date : 2014-05-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000913
Guni Kadmon, Franz Resch, Roman Duelli, Martina Kadmon

Background: The school-leaving GPA and the time since completion of secondary education are the major criteria for admission to German medical schools. However, the predictive value of the school-leaving grade and the admission delay have not been thoroughly examined since the amendment of the Medical Licensing Regulations and the introduction of reformed curricula in 2002. Detailed information on the prognosis of the different admission groups is also missing.

Aim: To examine the predictive values of the school-leaving grade and the age at enrolment for academic performance and continuity throughout the reformed medical course.

Methods: The study includes the central admission groups "GPA-best" and "delayed admission" as well as the primary and secondary local admission groups of three consecutive cohorts. The relationship between the criteria academic performance and continuity and the predictors school-leaving GPA, enrolment age, and admission group affiliation were examined up to the beginning of the final clerkship year.

Results: The academic performance and the prolongation of the pre-clinical part of undergraduate training were significantly related to the school-leaving GPA. Conversely, the dropout rate was related to age at enrolment. The students of the GPA-best group and the primary local admission group performed best and had the lowest dropout rates. The students of the delayed admission group and secondary local admission group performed significantly worse. More than 20% of these students dropped out within the pre-clinical course, half of them due to poor academic performance. However, the academic performance of all of the admission groups was highly variable and only about 35% of the students of each group reached the final clerkship year within the regular time.

Discussion: The school-leaving grade and age appear to have different prognostic implications for academic performance and continuity. Both factors have consequences for the delayed admission group. The academic prognosis of the secondary local admission group is as problematic as that of the delayed admission group. Additional admission instruments would be necessary, in order to recognise potentially able applicants independently of their school-leaving grade and to avoid the secondary admission procedure.

背景:毕业GPA和完成中等教育的时间是德国医学院录取的主要标准。但是,自2002年修订《医疗执照条例》和实行改革后的课程以来,尚未对离校等级和入学延迟的预测价值进行彻底审查。关于不同入院组预后的详细信息也缺失。目的:探讨离校年级和入学年龄对医学改革课程学习成绩和连续性的预测价值。方法:研究包括连续3个队列的中心入院组“GPA-best”和“延迟入院”以及一、二级局部入院组。直到最后一年开始,研究了标准学业成绩和连续性与离校GPA、入学年龄和录取小组隶属关系之间的关系。结果:学业成绩和本科临床前培训时间与离校GPA显著相关。相反,辍学率与入学时的年龄有关。gpa最好的一组学生和当地小学录取组的学生表现最好,辍学率最低。延迟入学组和二级本地入学组的学生表现明显差。这些学生中有超过20%的人在临床预科课程中辍学,其中一半是由于学习成绩不佳。然而,所有录取组的学习成绩差异很大,每组只有大约35%的学生在正常时间内完成最后一年的实习。讨论:离校年级和年龄似乎对学习成绩和连续性有不同的预测意义。这两个因素对延迟入院组都有影响。二次本地入院组的学业预后与延迟入院组一样有问题。额外的录取文书将是必要的,以识别潜在的有能力的申请人独立于他们的离校等级,并避免二级录取程序。
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引用次数: 22
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GMS Zeitschrift fur Medizinische Ausbildung
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