Kruschinski Carsten, Hummers-Pradier Eva, Eberhard Jörg, Schmiemann Guido
Institut für Allgemeinmedizin, Medizinische Hochschule Hannover, Carl-Neuberg-Straße 1, 30625 Hannover.
Z Evid Fortbild Qual Gesundhwes. 2012;106(2):101-9. doi: 10.1016/j.zefq.2010.01.002. Epub 2010 Feb 6.
Successful curricular development requires that consideration be given to the opinions of faculty members, teachers and students. The aim of the present study was to explore students' expectations of the final year Family Medicine elective.
Three focus group discussions took place with a total of 15 participants who were either in their fifth year (n=11) or had already passed Family Medicine in their final year (third focus group). The discussions were transcribed verbatim and analysed independently by two of the authors using qualitative content analysis. Final codes were developed and clustered under category names.
As students found that Medical School was too theoretical, they aimed at learning through practice in order to be able to make decisions and act independently. Their ideal teacher would respect them as colleagues. Typical Family Medicine skills were mentioned less often by the "pre-" in contrast to the "post-" practical year students than the learning of technical aspects (ECG, ultrasound). The students discussed three different models of instruction and learning (student and patient alone, student or doctor observes consultation).
Considering that the final year elective in Family Medicine will take place away from Medical School different teaching models should be evaluated for their effectiveness as well as their learner-centeredness.
成功的课程开发需要考虑教员、教师和学生的意见。本研究的目的是探讨学生对最后一年家庭医学选修课的期望。
与总共15名参与者进行了三次焦点小组讨论，这些参与者要么是五年级学生（n = 11），要么是已经在最后一年通过家庭医学课程的学生（第三个焦点小组）。讨论内容逐字记录，由两位作者使用定性内容分析法独立进行分析。最终编码得以确定并归类到不同的类别名称下。
由于学生们发现医学院过于理论化，他们旨在通过实践学习，以便能够独立做出决策并采取行动。他们理想的教师会像对待同事一样尊重他们。与实习后的学生相比，实习前的学生提及典型家庭医学技能的频率低于技术方面（心电图、超声）的学习。学生们讨论了三种不同的教学和学习模式（学生单独与患者接触、学生或医生观察会诊）。
鉴于最后一年的家庭医学选修课将在医学院外进行，应评估不同教学模式的有效性及其以学习者为中心的程度。
