Implementation and evaluation of arevised curriculum for psychiatry and psychotherapy

Abstract

Medical education in the discipline of psychiatry and psychotherapy at the University of Münster was traditionally focused on the transfer of knowledge via lectures. According to the current guidelines, the medical curriculum was modified as from the winter semester 2016/2017 to be more competency-based and the changes were evaluated. Lectures and seminars were reduced to achieve abetter linkage between theoretical and practical knowledge. Moreover, learning goals were formulated based on the German National Competence-based Catalogue of Learning Objectives in Medicine (NKLM) and entrustable professional activities (EPAs). Almost all previous lectures are now replaced by an inverted classroom concept with e‑learning. Theoretical knowledge is deepened by immediate multiple choice (MC) examinations and aseminar, which now focusses on specific practical EPAs. At the end of the semester, the students now undergo apractical, formative examination with simulated patients (actors) in addition to the former MC test. For evaluation, arepresentative sample of asemester cohort which took part in the previous curriculum and asimilar cohort which attended the revised curriculum were investigated. Moreover, variables which might have an impact on the results were assessed, e. g. pre-existing psychiatric knowledge and motivation. Students taught by the modified curriculum showed asignificantly better practical performance and no reduction of theoretical knowledge. Relevant influencing factors were not identified. The results show that acompetency-based modification of the curriculum in the discipline of psychiatry and psychotherapy leads to more practical abilities and thus helps future physicians to be more self-determined.