Abstract
The training of scientific skills and competencies is an essential part of academic medical studies. As part of the MaReCuM model study program at Heidelberg University's Mannheim Medical School, afifth-year rotation on scientific skills in the field of pain medicine was implemented. This paper describes this competence-oriented rotation as well as the investigation of the educational effect. A total of 114 fifth-year medical students participated in the survey (response rate: 83%). The control group completed the fifth year prior to the implementation of the rotation. The experimental group was required to participate in the rotation and the real healthcare research study "Case management program: low back pain". Asurvey of both groups was conducted on the first day of the rotation and at the end of the module. The innovative and competency-based learning unit was successfully implemented as part of the MaReCuM model study program and carried out with partners in general practice as well as the Mannheim Institute of Public Health. The participating students accepted the rotation well. There was no measurable effect on the subjective learning success of the rotation in the evaluation. To the authors' knowledge, this educational approach has never been tested before in aGerman study program. The presented rotation offers an additional option for the training of scientific competencies as part of medical studies. The missing of a measurable effect could be due to the extensive experience of the medical students as well as the limitations on participation in areal healthcare study. An additional learning opportunity could be created by connecting the preexisting lectures to alongitudinal module on scholarly competencies. The implementation of the program also offers aunique opportunity for educational research on the acquisition of scientific competencies in medical students.
Highlights
As part of the MaReCuM model study program at Heidelberg University’s Mannheim Medical School, a fifth-year rotation on scientific skills in the field of pain medicine was implemented. This paper describes this competenceoriented rotation as well as the investigation of the educational effect
Raupach T et al (2011) Towards outcomebased programme evaluation: using student comparative self-assessments to determine teaching effectiveness
Summary
Martin Dusch1 · Manfred Mayer2 · Rolf-Detlef Treede3 · Martin R. Sollte deren Transfer in die klinische Praxis im Rahmen der Patientenversorgung sowie in das wissenschaftliche Arbeiten ermöglicht werden. Vor dem Hintergrund einer evidenzbasierten Medizin sind diese Kompetenzen für alle Ärztinnen und Ärzte erforderlich, unabhängig davon, ob eine explizite wissenschaftliche Karriere angestrebt wird oder nicht [7, 8]. Um die sehr unterschiedlichen oben genannten akademischen Anforderungen an eine Ärztin und einen Arzt abzubilden, bündelt die Arztrolle des Gelehrten sowohl im NKLM als auch in vergleichbaren internationalen Rahmenwerken sehr heterogene Kompetenzen [11]. Vor diesem Hintergrund wurde die Lehrveranstaltung Wissenschaftliches Arbeiten im Fach Schmerzmedizin in den Modellstudiengang Mannheimer Reformiertes Curriculum für Medizin (MaReCuM) der medizinischen Fakultät Mannheim der Universität Heidelberg eingeführt. Diese wurden in Anlehnung an die übergeordneten Lernziele des Kapitels 6 „Die Ärztin und der Arzt als Gelehrte/-r“ des NKLM [10] formuliert oder sind diesem entnommen: 1.
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