Kanz K G, Russ W, Eitel F, Deiler S, Biberthaler P, Mutschler W
Chirurgische Klinik und Poliklinik, Klinikum der Universität München-Innenstadt.
Gesundheitswesen. 2000 Jun;62(6):347-54. doi: 10.1055/s-2000-11470.
Medical teaching, training and education in basic and advanced life support were improved by basic quality management procedures. 3rd year medical students (n = 276) of two consequent semesters were questionnaired about their acute emergency medicine curriculum. While Group A (n = 134) received a standard course, the new course for group B (n = 142) was reorganised on the basis of the results of group A. Interventive educational measures were an increased number of models provided for exercising the students skills, and an extension of megacode training possibilities. Participation of students in course design improved the overall performance in respect of knowledge, skills and decision-making (p < 0.05). Curriculum acceptance and intrinsic motivation of students however were not positively influenced by practical training compared to traditional knowledge transfer.
