Kadmon Guni, Schmidt Jan, De Cono Nicola, Kadmon Martina
Heidelberg School of Medicine, Department of General, Visceral, and Transplantation Surgery, Heidelberg, Germany.
GMS Z Med Ausbild. 2011;28(2):Doc29. doi: 10.3205/zma000741. Epub 2011 May 16.
Heidelberg Medical School underwent a major curricular change with the implementation of the reform curriculum HeiCuMed (Heidelberg Curriculum Medicinale) in October 2001. It is based on rotational modules with daily cycles of interactive, case-based small-group seminars, PBL tutorials and training of sensomotor and communication skills. For surgical undergraduate training an organisational structure was developed that ensures continuity of medical teachers for student groups and enables their unimpaired engagement for defined periods of time while accounting for the daily clinical routine in a large surgery department of a university hospital. It includes obligatory didactic training, standardising teaching material on the basis of learning objectives and releasing teaching doctors from clinical duties for the duration of a module.
To compare the effectiveness of the undergraduate surgical reform curriculum with that of the preceding traditional one as reflected by students' evaluations.
The present work analyses student evaluations of the undergraduate surgical training between 1999 and 2008 including three cohorts (360 students each) in the traditional curriculum and 13 cohorts (150 students each) in the reform curriculum.
The evaluation of the courses, their organisation, the teaching quality, and the subjective learning was significantly better in HeiCuMed than in the preceding traditional curriculum over the whole study period.
A medical curriculum based on the implementation of interactive didactical methods is more important to successful teaching and the subjective gain of knowledge than knowledge transfer by traditional classroom teaching. The organisational strategy adopted in the surgical training of HeiCuMed has been successful in enabling the maintenance of a complex modern curriculum on a continuously high level within the framework of a busy surgical environment.
海德堡医学院于2001年10月实施了改革后的课程HeiCuMed（海德堡医学课程），经历了重大的课程变革。该课程基于轮转模块，每天安排互动式、基于案例的小组研讨会、以问题为导向的学习辅导以及感觉运动和沟通技能培训。针对外科本科培训，制定了一种组织结构，以确保学生群体的医学教师连续性，并使他们能够在规定时间内不受干扰地投入教学，同时兼顾大学医院大型外科科室的日常临床工作。这包括强制性的教学培训，根据学习目标对教学材料进行标准化，并在一个模块的教学期间让教学医生从临床工作中解脱出来。
通过学生评价来比较本科外科改革课程与之前传统课程的效果。
本研究分析了1999年至2008年期间本科外科培训的学生评价，包括传统课程的三个队列（每个队列约360名学生）和改革课程的13个队列（每个队列约150名学生）。
在整个研究期间，HeiCuMed课程在课程评价、组织、教学质量和主观学习方面的评价明显优于之前的传统课程。
基于互动式教学方法实施的医学课程对于成功教学和知识的主观获取比传统课堂教学的知识传授更为重要。HeiCuMed外科培训中采用的组织策略成功地使复杂的现代课程在繁忙的外科环境框架内持续保持高水平。
