Timmermann A, Roessler M, Barwing J, Blaschke S, Bräuer A, Eich C, Hirn A, Klockgether-Radke A, Nickel E, Russo S, Kettler D, Saur P
Zentrum Anästhesiologie, Rettungs- und Intensivmedizin, Georg-August-Universität, Göttingen.
Anasthesiol Intensivmed Notfallmed Schmerzther. 2005 Sep;40(9):536-43. doi: 10.1055/s-2005-870108.
On October 1 (st) 2003 Emergency Medicine was recognised for the first time as an independent cross section speciality in the new German "Approbationsordnung fuer Aerzte" (Medical Licensing Regulations). These amendments were made not only to increase the amount of small group teaching sessions but also to encourage a multidisciplinary and rather practical approach to the related topics. This article portrays the realisation of these objectives in form of a multidisciplinary module, as it has been established at University of Göttingen Medical School since the summer semester of 2004. We present the new curriculum, calculate the associated personnel resources and demonstrate the results of the structured evaluation given by the participating students.
We linked the fields of emergency and intensive care medicine by splitting them up into submodules which the students had to run through according to a set rota. 162 students were allocated to 27 small groups. Every student received a total of 38.5 hours of teaching, with the workshops coming to 46.8 %. The workshops comprised of nine sessions, three in Emergency Medicine, four in Intensive Care Medicine and two at human patient simulators. In addition we scheduled a seminar and an accompanying lecture. The final examination was performed as an Objective Structured Clinical Evaluation (OSCE).
The realisation of the new module required a total of 1290 working hours for medical staff and 130 for our student aids. Compared to all other modules of Goettingen University Medical School the module here presented obtained the highest overall evaluation score by the medical students. Lessons with a high amount of practical involvement (i. e. Emergency Medicine and simulator-based workshops) were significantly better evaluated than rather formal teaching techniques, such as the lectures and the seminar. According to the students' self-assessment the simulator-based workshops were seen particularly valuable for the facilitation of knowledge transfer into clinical practice.
The determined realisation of the new German Medical Licensing Regulations requires considerable time resources. However, its evaluation by the medical students is strikingly positive.
2003年10月1日，急诊医学首次在新的德国《医生许可条例》中被认定为一个独立的交叉学科专业。这些修订不仅是为了增加小组教学课程的数量，也是为了鼓励对相关主题采用多学科且更具实践性的方法。本文以多学科模块的形式描述了这些目标的实现情况，该模块自2004年夏季学期起在哥廷根大学医学院设立。我们展示了新的课程设置，计算了相关的人力资源，并展示了参与学生给出的结构化评估结果。
我们将急诊医学和重症医学领域联系起来，将它们分成子模块，学生必须按照既定的轮值顺序完成这些子模块。162名学生被分配到27个小组。每个学生总共接受38.5小时的教学，其中工作坊占46.8%。工作坊包括九次课程，三次急诊医学课程，四次重症医学课程和两次在人体患者模拟器上进行的课程。此外，我们还安排了一次研讨会和一次配套讲座。期末考试采用客观结构化临床评估（OSCE）的形式。
新模块的实施总共需要医务人员1290个工作小时和学生助手130个工作小时。与哥廷根大学医学院的所有其他模块相比，这里介绍的模块获得了医学生的最高总体评估分数。实践参与度高的课程（如急诊医学和基于模拟器的工作坊）的评估明显优于讲座和研讨会等较为正式的教学方法。根据学生的自我评估，基于模拟器的工作坊对于促进知识向临床实践的转化特别有价值。
新的德国医生许可条例的确定实施需要大量的时间资源。然而，医学生对它的评价非常积极。
