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Designing post-graduate Master's degree programs: the advanced training program in Dental Functional Analysis and Therapy as one example. 设计硕士研究生学位课程:以口腔功能分析与治疗高级培训课程为例。
Pub Date : 2014-05-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000910
Anja Ratzmann, Sebastian Ruge, Kristin Ostendorf, Bernd Kordass

Introduction: The decision to consolidate European higher education was reached by the Bologna Conference. Based on the Anglo-American system, a two-cycle degree program (Bachelor and Master) has been introduced. Subjects culminating in a state examination, such as Medicine and Dentistry, were excluded from this reform. Since the state examination is already comparable in its caliber to a Master's degree in Medicine or Dentistry, only advanced Master's degree programs with post-graduate specializations come into consideration for these subjects. In the field of dentistry numerous post-graduate study programs are increasingly coming into existence. Many different models and approaches are being pursued.

Method: Since the 2004-2005 winter semester, the University of Greifswald has offered the Master's degree program in Dental Functional Analysis and Therapy. Two and a half years in duration, this program is structured to allow program participation while working and targets licensed dentists who wish to attain certified skills for the future in state-of-the-art functional analysis and therapy.

Aim: The design of this post-graduate program and the initial results of the evaluation by alumni are presented here.

Conclusion: Our experiences show that the conceptual idea of an advanced Master's program has proved successful. The program covers a specialty which leads to increased confidence in handling challenging patient cases. The sharing of experiences among colleagues was evaluated as being especially important.

博洛尼亚会议达成了巩固欧洲高等教育的决定。在英美学制的基础上,引入了学士和硕士双学位课程。在国家考试中达到高潮的科目,如医学和牙科,被排除在这次改革之外。由于国家考试的水平已经可以与医学或牙科硕士学位相媲美,因此只有具有研究生专业的高级硕士学位课程才会考虑这些科目。在牙科领域,越来越多的研究生学习项目应运而生。许多不同的模式和方法正在被采用。方法:自2004-2005年冬季学期以来,Greifswald大学开设了牙功能分析与治疗硕士学位课程。为期两年半,该计划的结构允许在工作时参与计划,并针对希望在最先进的功能分析和治疗中获得未来认证技能的持牌牙医。目的:介绍该研究生项目的设计和校友评估的初步结果。结论:我们的经验表明,高级硕士课程的概念理念是成功的。该计划涵盖了一个专业,从而增加了处理具有挑战性的患者病例的信心。同事之间的经验分享被认为是特别重要的。
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引用次数: 1
Introducing a curricular program culminating in a certificate for training peer tutors in medical education. 引入一项课程计划,最终颁发证书,培训医学教育中的同伴导师。
Pub Date : 2014-05-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000911
Erika Fellmer-Drüg, Nina Drude, Marlene Sator, Jobst-Hendrik Schultz, Erika Irniger, Dietmar Chur, Boris Neumann, Franz Resch, Jana Jünger

Aim: Student tutorials are now firmly anchored in medical education. However, to date there have only been isolated efforts to establish structured teacher training for peer tutors in medicine. To close this gap, a centralized tutor training program for students, culminating in an academic certificate, was implemented at Heidelberg University Medical School. The program also counts within the scope of the post-graduate Baden-Württemberg Certificate in Academic Teaching (Baden-Württemberg Zertifikat für Hochschuldidaktik).

Method: Based on a needs assessment, a modular program comprised of four modules and a total of 200 curricular units was developed in cooperation with the Department for Key Competencies and Higher Education at Heidelberg University and implemented during the 2010 summer semester. This program covers not only topic-specific training sessions, but also independent teaching and an integrated evaluation of the learning process that is communicated to the graduates in the form of structured feedback. In addition, to evaluate the overall concept, semi-structured interviews (N=18) were conducted with the program graduates.

Results: To date, 495 tutors have been trained in the basic module on teaching medicine, which is rated with a mean overall grade of 1.7 (SW: 0.6) and has served as Module I of the program since 2010. A total of 17% (N=83) of these tutors have gone on to enroll in the subsequent training modules of the program; 27 of them (m=12, f=15) have already successfully completed them. Based on qualitative analyses, it is evident that the training program certificate and its applicability toward the advanced teacher training for university instructors pose a major incentive for the graduates. For successful program realization, central coordination, extensive coordination within the medical school, and the evaluation of the attained skills have proven to be of particular importance.

Conclusion: The training program contributes sustainably to both quality assurance and professionalism, as well as to solving the issue of resources in medical education. The introduction and continued development of similar programs is desirable.

目的:学生辅导课现在牢固地扎根于医学教育中。然而,迄今为止,只有孤立的努力,建立有组织的教师培训,在医学同行导师。为了缩小这一差距,海德堡大学医学院实施了一项针对学生的集中导师培训计划,最终获得学术证书。该计划也算在研究生巴登-符腾堡州学术教学证书(baden - w rttemberg Zertifikat f r Hochschuldidaktik)的范围内。方法:在需求评估的基础上,与海德堡大学关键能力和高等教育部门合作开发了一个由四个模块组成的模块计划,共200个课程单元,并于2010年夏季学期实施。该计划不仅包括特定主题的培训课程,还包括独立教学和以结构化反馈的形式传达给毕业生的学习过程的综合评估。此外,为了评估整体概念,对项目毕业生进行了半结构化访谈(N=18)。结果:迄今为止,医学教学基础模块共培训了495名教师,该模块平均总分为1.7 (SW: 0.6),自2010年以来一直是该项目的第一模块。在这些导师中,共有17% (N=83)的人继续参加了该计划的后续培训模块;其中27人(m=12, f=15)已经成功完成。定性分析表明,培训项目证书及其对高校指导员高级教师培训的适用性是毕业生的主要激励因素。为了项目的成功实施,中心协调、医学院内部的广泛协调以及对获得的技能的评估已被证明是特别重要的。结论:该培训方案在保证质量和专业水平的同时,也有助于解决医学教育资源短缺的问题。引进和继续发展类似的项目是可取的。
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引用次数: 12
Medical students and research: Is there a current discrepancy between education and demands? 医学生和研究:目前教育和需求之间是否存在差异?
Pub Date : 2014-05-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000907
Lukas Peter Mileder

This article refers to a correspondence letter recently published in The Lancet, describing successful student-led research initiatives in Latin America, which were introduced because of low support from universities and governments. As a final-year medical student with keen interest in science, the topic of student engagement in research activities caught my interest. Literature shows that while junior doctors are required to perform research on their own and face intense pressure to publish, formal training in principles of research and scientific writing is often neglected by medical schools. This contrast is worrying, as the progression of the medical profession and the quality of patient care depend on high-quality research and on future generations of physician-scientists being both enthusiastic and competent. Hence, this article summarizes suggestions to increase both students' research proficiency and participation in scientific activities, and offers a critical view on this important topic, as medical schools without curricular research education and without active student integration should urgently consider revising their policies.

这篇文章引用了最近发表在《柳叶刀》杂志上的一封书信,信中描述了拉丁美洲学生主导的研究项目的成功,这些项目是由于大学和政府的支持不足而引入的。作为一名对科学有着浓厚兴趣的大四医学生,学生参与科研活动的话题引起了我的兴趣。文献表明,虽然初级医生被要求独立进行研究并面临巨大的出版压力,但医学院往往忽视了研究原则和科学写作方面的正式培训。这种对比令人担忧,因为医疗行业的发展和病人护理的质量取决于高质量的研究和未来几代医生科学家的热情和能力。因此,本文总结了提高学生研究能力和参与科学活动的建议,并对这一重要课题提出了批判性的看法,因为缺乏课程研究教育和学生积极融入的医学院应该迫切考虑修改其政策。
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引用次数: 12
Psychosocial aspects of donation and the dissection course: An extra-curricular program with the objective of assisting students confront issues surrounding gross anatomy lab. 捐赠和解剖课程的社会心理方面:一个课外项目,目的是帮助学生面对围绕大体解剖实验室的问题。
Pub Date : 2014-05-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000908
Simone Weyers, Thorsten Noack, Gerd Rehkämper

Background and aim: The dissection course is an essential part of preclinical medical education. At the Medical Faculty of Duesseldorf, an education concept has been developed with the aim, to reflect with students their experiences and to support them in dealing with the donor and preparation. The aim of this paper is to present the concept.

Method: The education concept had a peer group approach. It comprised a lecture, a small group seminar and an online diary as core element. Finally, the concept was evaluated.

Results: Approximately one sixth of students made use of the online diary. Selected entries are presented here. Also, one sixth of students took part in the evaluation. They rated the activity as helpful to prepare for the dissection course.

Discussion: The education concept could be a corner stone of a longitudinal training to promote the adequate encounter with topics such as dying and death.

背景与目的:解剖课是基础医学教育的重要组成部分。在杜塞尔多夫医学院,已经形成了一种教育概念,其目的是向学生反映他们的经历,并支持他们与捐赠者打交道和准备工作。本文的目的是提出这一概念。方法:采用同伴组教育理念。它包括一个讲座,一个小组研讨会和一个在线日记作为核心元素。最后,对该概念进行了评价。结果:大约六分之一的学生使用了在线日记。这里列出了选定的条目。六分之一的学生参加了评价。他们认为这项活动有助于为解剖课做准备。讨论:教育概念可以成为纵向培训的基石,以促进对死亡和死亡等主题的充分接触。
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引用次数: 12
The FacharztDuell: innovative career counselling in medicine. The FacharztDuell:创新的医学职业咨询。
Pub Date : 2014-05-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000909
Lena Welbergen, Severin Pinilla, Tanja Pander, Maximilian Gradel, Philip von der Borch, Martin R Fischer, Konstantinos Dimitriadis

Objective: The selection of a future medical specialty is a challenge all medical students face during the course of their studies. Students can choose from more than sixty specialties after graduation. There is usually no structured career counselling program available at German medical faculties. So far only little data on acceptance, formats and effects of different career counselling programs are available. The aim of this study is to describe an innovative format of career counselling for medical students including its evaluation of acceptance and its possible influence on medical specialty preferences.

Methods: The need for career counselling became evident after the analysis of mentor-mentee conversations held within the mentoring program of our medical faculty, an online-based survey, an ad-hoc focus group and a pilot event. Panel discussions as an interactive format of presenting related medical specialties were developed and hence held four times under the name "FacharztDuell". Students evaluated all events separately with a questionnaire and changes in medical specialty choice preferences were documented using an Audience-Response-System (ARS). The FacharztDuell is organized regularly and supported by faculty teaching funds.

Results: Among the student body FacharztDuell was well accepted (an average of 300 participants/event) and rated (average grade of 1.8 (SD= 0.7, 1=very good, 6=unsatisfactory, n=424). On average, 77.8% of the participating students considered the FacharztDuell to be a decision support for their future selection of a specialty. Up to 12% of the students changed their medical specialty choice preference throughout the event.

Conclusion: FacharztDuell was well accepted by medical students of all semesters and seems to be supportive for their selection of a future medical specialty. However, longitudinal studies are necessary to better understand the decision making process of medical students along their career path. The FacharztDuell is easily transferrable to other faculties with respect to organization, staff and technical resources.

目的:未来医学专业的选择是所有医学生在学习过程中面临的挑战。学生毕业后可以从60多个专业中选择。德国医学院通常没有结构化的职业咨询课程。迄今为止,关于不同职业咨询项目的接受程度、形式和效果的数据很少。本研究的目的是描述一种创新的医学生职业咨询格式,包括其接受度评估及其对医学专业偏好的可能影响。方法:在分析了我们医学院指导项目中导师与学员之间的对话、一项在线调查、一个特别焦点小组和一个试点活动后,职业咨询的必要性变得明显起来。小组讨论是介绍相关医学专业的一种互动形式,因此以"FacharztDuell"的名义举行了四次。学生们用问卷分别评估所有事件,并使用观众反应系统(ARS)记录医学专业选择偏好的变化。法哈兹戴尔是定期组织的,并由教师教学基金支持。结果:在学生群体中,FacharztDuell得到了很好的接受(平均300人/次)和评价(平均评分1.8分(SD= 0.7, 1=很好,6=不满意,n=424)。平均而言,77.8%的参与调查的学生认为法哈兹戴尔大学是他们未来选择专业的决策支持。多达12%的学生在整个事件中改变了他们的医学专业选择偏好。结论:FacharztDuell在所有学期的医学生中都很受欢迎,并似乎支持他们选择未来的医学专业。然而,为了更好地了解医学生在职业道路上的决策过程,有必要进行纵向研究。在组织、人员和技术资源方面,FacharztDuell很容易转移到其他院系。
{"title":"The FacharztDuell: innovative career counselling in medicine.","authors":"Lena Welbergen,&nbsp;Severin Pinilla,&nbsp;Tanja Pander,&nbsp;Maximilian Gradel,&nbsp;Philip von der Borch,&nbsp;Martin R Fischer,&nbsp;Konstantinos Dimitriadis","doi":"10.3205/zma000909","DOIUrl":"https://doi.org/10.3205/zma000909","url":null,"abstract":"<p><strong>Objective: </strong>The selection of a future medical specialty is a challenge all medical students face during the course of their studies. Students can choose from more than sixty specialties after graduation. There is usually no structured career counselling program available at German medical faculties. So far only little data on acceptance, formats and effects of different career counselling programs are available. The aim of this study is to describe an innovative format of career counselling for medical students including its evaluation of acceptance and its possible influence on medical specialty preferences.</p><p><strong>Methods: </strong>The need for career counselling became evident after the analysis of mentor-mentee conversations held within the mentoring program of our medical faculty, an online-based survey, an ad-hoc focus group and a pilot event. Panel discussions as an interactive format of presenting related medical specialties were developed and hence held four times under the name \"FacharztDuell\". Students evaluated all events separately with a questionnaire and changes in medical specialty choice preferences were documented using an Audience-Response-System (ARS). The FacharztDuell is organized regularly and supported by faculty teaching funds.</p><p><strong>Results: </strong>Among the student body FacharztDuell was well accepted (an average of 300 participants/event) and rated (average grade of 1.8 (SD= 0.7, 1=very good, 6=unsatisfactory, n=424). On average, 77.8% of the participating students considered the FacharztDuell to be a decision support for their future selection of a specialty. Up to 12% of the students changed their medical specialty choice preference throughout the event.</p><p><strong>Conclusion: </strong>FacharztDuell was well accepted by medical students of all semesters and seems to be supportive for their selection of a future medical specialty. However, longitudinal studies are necessary to better understand the decision making process of medical students along their career path. The FacharztDuell is easily transferrable to other faculties with respect to organization, staff and technical resources.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"31 2","pages":"Doc17"},"PeriodicalIF":0.0,"publicationDate":"2014-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000909","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32377881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Thinking and acting scientifically: Indispensable basis of medical education. 科学思维与科学行动:医学教育不可或缺的基础。
Pub Date : 2014-05-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000916
Martin R Fischer, Götz Fabry
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引用次数: 7
Prediction of practical performance in preclinical laboratory courses - the return of wire bending for admission of dental students in Hamburg. 临床前实验室课程的实际表现预测-汉堡牙科学生入学的金属丝弯曲的回归。
Pub Date : 2014-05-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000914
Christian Kothe, Johanna Hissbach, Wolfgang Hampe

Although some recent studies concluded that dexterity is not a reliable predictor of performance in preclinical laboratory courses in dentistry, they could not disprove earlier findings which confirmed the worth of manual dexterity tests in dental admission. We developed a wire bending test (HAM-Man) which was administered during dental freshmen's first week in 2008, 2009, and 2010. The purpose of our study was to evaluate if the HAM-Man is a useful selection criterion additional to the high school grade point average (GPA) in dental admission. Regression analysis revealed that GPA only accounted for a maximum of 9% of students' performance in preclinical laboratory courses, in six out of eight models the explained variance was below 2%. The HAM-Man incrementally explained up to 20.5% of preclinical practical performance over GPA. In line with findings from earlier studies the HAM-Man test of manual dexterity showed satisfactory incremental validity. While GPA has a focus on cognitive abilities, the HAM-Man reflects learning of unfamiliar psychomotor skills, spatial relationships, and dental techniques needed in preclinical laboratory courses. The wire bending test HAM-Man is a valuable additional selection instrument for applicants of dental schools.

尽管最近的一些研究得出结论,灵巧性并不是牙科临床前实验室课程表现的可靠预测指标,但它们不能反驳早期的发现,这些发现证实了在牙科入院时进行手工灵巧性测试的价值。我们开发了一种金属丝弯曲试验(HAM-Man),在2008年、2009年和2010年牙科新生的第一周进行。本研究的目的是评估HAM-Man在牙科入学中是否作为高中平均绩点(GPA)之外的一个有用的选择标准。回归分析显示,在临床前实验课程中,GPA最多只占学生成绩的9%,在8个模型中,有6个模型的解释方差低于2%。HAM-Man逐渐解释了20.5%的临床前实践表现高于GPA。与早期研究的结果一致,手工灵巧的HAM-Man测试显示了令人满意的增量效度。虽然GPA侧重于认知能力,但HAM-Man反映了临床前实验室课程中不熟悉的精神运动技能、空间关系和牙科技术的学习。金属丝弯曲测试HAM-Man是牙科学校申请者的宝贵的额外选择工具。
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引用次数: 17
Do different medical curricula influence self-assessed clinical thinking of students? 不同医学课程对学生临床自评思维有影响吗?
Pub Date : 2014-05-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000915
Kirsten Gehlhar, Kathrin Klimke-Jung, Christoph Stosch, Martin R Fischer

Objectives: As a fundamental element of medical practice, clinical reasoning should be cultivated in courses of study in human medicine. To date, however, no conclusive evidence has been offered as to what forms of teaching and learning are most effective in achieving this goal. The Diagnostic Thinking Inventory (DTI) was developed as a means of measuring knowledge-unrelated components of clinical reasoning. The present pilot study examines the adequacy of this instrument in measuring differences in the clinical reasoning of students in varying stages of education in three curricula of medical studies.

Methods: The Diagnostic Thinking Inventory (DTI) comprises 41 items in two subscales ("Flexibility in Thinking" and "Structure of Knowledge in Memory"). Each item contains a statement or finding concerning clinical reasoning in the form of a stem under which a 6-point scale presents opposing conclusions. The subjects are asked to assess their clinical thinking within this range. The German-language version of the DTI was completed by 247 student volunteers from three schools and varying clinical semesters. In a quasi-experimental design, 219 subjects from traditional and model courses of study in the German state of North Rhine-Westphalia took part. Specifically, these were 5(th), 6(th) and 8(th) semester students from the model course of study at Witten/Herdecke University (W/HU), from the model (7(th) and 9(th) semester) and traditional (7(th) semester) courses of study at the Ruhr University Bochum (RUB) and from the model course of study (9(th) semester) at the University of Cologne (UoC). The data retrieved were quantitatively assessed.

Results: The reliability of the questionnaire in its entirety was good (Cronbach's alpha between 0.71 and 0.83); the reliability of the subscales ranged between 0.49 and 0.75. The different groups were compared using the Mann-Whitney test, revealing significant differences among semester cohorts within a school as well as between students from similar academic years in different schools. Among the participants from the model course of study at the W/HU, scores increased from the 5(th) to the 6(th) semester and from the 5(th) to the 9(th) semester. Among individual cohorts at RUB, no differences could be established between model and traditional courses of study or between 7(th) and 9(th) semester students in model courses of study. Comparing all participating highest semester students, the 8(th) semester participants from the W/HU achieved the highest scores - significantly higher than those of 9(th) semester RUB students or 9(th) semester UoC students. Scores from the RUB 9(th) semester participants were significantly higher than those of the 9(th) semester UoC participants.

Discussion: The German-language version of the DTI measures self-assessed differences in diagnostic reasoning among students from various semesters an

目的:临床推理作为医学实践的基本要素,应在人体医学课程中进行培养。然而,到目前为止,还没有确凿的证据表明哪种教学形式最有效地实现了这一目标。诊断性思维量表(DTI)是作为一种测量临床推理中与知识无关的成分的手段而开发的。本初步研究考察了该工具在测量三种医学课程中不同教育阶段学生临床推理差异方面的充分性。方法:采用诊断性思维量表(DTI),分为“思维灵活性”和“记忆中的知识结构”两个分量表,共41项。每个项目都包含一个关于临床推理的陈述或发现,以一种6分制的形式给出相反的结论。受试者被要求在这个范围内评估他们的临床思维。德文版本的DTI由来自三所学校和不同临床学期的247名学生志愿者完成。在一项准实验设计中,来自德国北莱茵-威斯特伐利亚州传统课程和模式课程的219名受试者参加了研究。具体来说,这些学生来自威滕/赫尔德克大学(W/HU)的第5(th)、第6(th)和第8(th)学期的示范课程,来自鲁尔大学波鸿(RUB)的第7(th)和第9(th)学期的示范课程和科隆大学(UoC)的第9(th)学期的示范课程。对检索到的数据进行定量评估。结果:问卷整体信度较好(Cronbach’s alpha在0.71 ~ 0.83之间);量表的信度在0.49 ~ 0.75之间。使用曼-惠特尼测试对不同组进行了比较,揭示了同一学校的学期队列之间以及不同学校相似学年的学生之间的显著差异。W/HU学习模式课程的参与者中,从第5学期到第6学期,从第5学期到第9学期,成绩都有所提高。在RUB的个别队列中,模式课程和传统课程之间,以及第7学期和第9学期的模式课程学生之间没有差异。比较所有参加考试的第一学期的学生,来自湖北大学的第八学期的学生取得了最高的成绩,显著高于第九学期的RUB学生和第九学期的UoC学生。RUB第9学期参与者的得分显著高于UoC第9学期参与者的得分。讨论:德文版本的DTI测量了不同学期、不同模式和传统学习课程的学生在诊断推理方面的自我评估差异,具有令人满意的可靠性。研究结果可用于不同课程背景下的讨论。因此,DTI适合于进一步的研究,然后可以与各种课程的不同教学方法特征和结果相关联。
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引用次数: 13
Setting up a veterinary medicine skills lab in Germany. 在德国设立兽医技术实验室。
Pub Date : 2014-05-15 eCollection Date: 2014-01-01 DOI: 10.3205/zma000912
Marc Dilly, Andrea Tipold, Elisabeth Schaper, Jan P Ehlers

The amendments introduced to the current Veterinary Licensing Ordinance (TAppV) by the Veterinary Licensing Regulation (TAppO) have brought a high degree of skills orientation to fill the gap between academic study and preparing for a wide range of professional skills. In order to improve the veterinary skills of students while conveying fundamental methods in a structured and reproducible way, the University of Veterinary Medicine Hannover, Foundation, has set up the first central veterinary skills lab in Germany. Practical training is provided by means of a three-tier delivery approach. This involves around 40 simulators on an area of approx. 800 m(2) under the guidance of 6-8 staff members, along with supplementary resources such as posters, text instructions and YouTube videos. Since it opened in March 2013, there have been 769 visits to the skills lab and 30,734 hits on YouTube. Initial results show that the skills lab helps to maintain student motivation by teaching them practical skills at an early stage of the basic study-based acquisition of knowledge, whilst reinforcing skills acquisition per se in competence-based teaching. It enables veterinary students to prepare for their first examinations and treatments of live patients in a manner compliant with animal welfare.

《兽医发牌规例》对现行《兽医发牌条例》所作的修订,带来了高度的技能导向,以填补学术学习与为广泛的专业技能做准备之间的差距。为了提高学生的兽医技能,同时以结构化和可重复的方式传授基本方法,汉诺威兽医大学基金会在德国建立了第一个中央兽医技能实验室。实践培训通过三层交付方式提供。这涉及大约40个模拟器在一个大约。800米(2)在6-8名工作人员的指导下,以及海报、文字说明和YouTube视频等补充资源。自2013年3月开放以来,已有769人参观了这个技能实验室,在YouTube上有30734次点击。初步结果表明,技能实验室在以学习为基础的知识获取的早期阶段教授学生实用技能,有助于保持学生的动机,同时在以能力为基础的教学中加强技能获取本身。它使兽医学生能够以符合动物福利的方式为他们的第一次活体检查和治疗做准备。
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引用次数: 10
DEGAM criteria catalogue for training practices in primary care--a proposal for the assessment of the structural quality of training practices. DEGAM初级保健培训实践标准目录——培训实践结构质量评估建议。
Pub Date : 2014-02-17 eCollection Date: 2014-01-01 DOI: 10.3205/zma000900
Günther Egidi, Ruben Bernau, Matthias Börger, Hans-Michael Mühlenfeld, Guido Schmiemann

Background: Whilst the structure of primary care vocational training in Germany is being increasingly formalized there remains an abundance of disparate locally defined criteria for the training practices. Advanced medical training in the ambulatory setting has also been identified as an area of need by other specialties.

Goal: In contrast to the current practice of a unregulated authorization by regional medical associations this catalogue provide transparent, clearly defined criteria for the assignment of training practice status.

Methods: The first draft of the criteria catalogue integrates feedback from 30 academic general practitioners. The feasibility of the catalogue was tested by a further 30 surgeries. Analysis included an assessment of the sociodemographic characteristics of the trainers and their practices as well as satisfaction of the participants with the approved authorization period.

Results: The criteria catalogue comprises 19 items within the domains of trainer qualification, practice infrastructure and patient specific factors as well as mandatory criteria. The points scored through this system confer a variable period of authorization. Of the 30 participants 17 were satisfied with the period of authorization they received, 10 were dissatisfied, and one was indifferent. Satisfaction showed no correlation with sex, experience as a trainer, or with the score achieved through the criteria catalogue. It correlated little with the length of time practicing as a doctor.

Conclusion: The criteria catalogue reflects both the breadth of general practice as well as the skills of the trainers. Satisfaction of participants in the test group was good, and infers a basis for applying the catalogue through regional medical associations to assign teaching practice status. It may also be used as a blue-print for other medical specialties.

背景:虽然德国初级保健职业培训的结构正日益正规化,但仍然存在大量不同的当地定义的培训实践标准。其他专科也确定需要在门诊环境中进行高级医疗培训。目标:与目前区域医学协会不受管制的授权做法不同,本目录为培训业务地位的分配提供了透明、明确界定的标准。方法:标准目录初稿整合了30位学术全科医生的反馈。另外30例手术验证了该目录的可行性。分析包括对培训师的社会人口学特征及其实践的评估,以及参与者对批准的授权期的满意度。结果:标准目录包括培训师资格、执业基础设施和患者特定因素以及强制性标准等领域的19个项目。通过该系统获得的分数授予可变的授权期限。在30名参与者中,17人对他们获得的授权期感到满意,10人不满意,1人漠不关心。满意度与性别、作为教练的经验或通过标准目录获得的分数无关。它与医生执业的时间长短关系不大。结论:标准目录既反映了全科实践的广度,也反映了培训师的技能。试验组参与者满意度较好,为通过地区医学会评定教学实习状况应用目录提供了依据。它也可以作为其他医学专业的蓝图。
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引用次数: 3
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GMS Zeitschrift fur Medizinische Ausbildung
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