Nikendei Christoph, Krautter Markus, Celebi Nora, Obertacke Udo, Jünger Jana
Department of General Internal Medicine and Psychosomatics, University of Heidelberg Medical Hospital, Germany.
Z Evid Fortbild Qual Gesundhwes. 2012;106(2):75-84. doi: 10.1016/j.zefq.2012.01.002. Epub 2012 Feb 17.
Medical education in Germany has undergone significant changes. The current article attempts to give an overview of final year medical education in Germany and implications for further developments. Challenges in final year medical education mainly arise from the lack of clearly defined learning objectives, the provision of structure, independent patient management and professional guidance and supervision. The abolition of the one-and-a-half-year period of pre-registration medical training in 2004 and the changes in the structure of state examinations in line with the amendment of medical licensing regulations in 2002, meant pressure on the efficiency of final year medical education on the one hand, and additional burden on final year students on the other. In this article, a broad variety of innovative models that have been implemented at different medical faculties, and which address final year students' needs, will be reported. Further challenges, such as the integration of general medicine rotations, the abolishment of the second state examination in its present form, and the integration of final year students' individual career plans will be discussed.
德国的医学教育经历了重大变革。本文旨在概述德国医学专业最后一年的教育情况及其对未来发展的影响。医学专业最后一年教育面临的挑战主要源于缺乏明确界定的学习目标、教学结构、独立的患者管理以及专业指导与监督。2004年取消了为期一年半的预注册医学培训，以及2002年随着医疗许可法规修订而对国家考试结构进行的调整，一方面给医学专业最后一年教育的效率带来了压力，另一方面给最后一年的学生增加了负担。本文将报道在不同医学院实施的、满足最后一年学生需求的多种创新模式。还将讨论进一步的挑战，如整合全科医学轮转、取消现行形式的第二次国家考试以及整合最后一年学生的个人职业规划。
