Rotzoll Daisy, Wiemer Stefanie, Zimmermann Anja, Alex Philipp, Meixensberger Jürgen
University of Leipzig, Medical Faculty, LernKlinik Leipzig, Leipzig, Germany.
University of Leipzig, Prorectorate Education and International Affairs, Tutoring-Kolleg, Leipzig, Germany.
GMS J Med Educ. 2018 Nov 30;35(5):Doc56. doi: 10.3205/zma001202. eCollection 2018.
This project report describes the development, pilot phase, evaluation and implementation of a preparatory course week for incoming Erasmus medical students at the LernKlinik Leipzig, the Skills and Simulation Centre of the Medical Faculty, University of Leipzig. The aim of this project is to prepare Erasmus students for their year abroad using peer-assisted teaching as the method of choice. Major intended outcomes were support of language and clinical practical skill competency development, as well as enhancement of integration among international and German-speaking peer tutors. The methodological framework of Ross and Cameron [1] was used in planning the Erasmus-Week. For planning the 2012 pilot project, a survey among Erasmus students of the academic year 2011/12 was performed. All succeeding cohorts were asked to participate in pre- and post-surveys which were analyzed quantitatively and qualitatively. Between 2012 and 2017, n=173 European medical students spent their Erasmus year in Leipzig. Of these, n=148 (86%) participated in the Erasmus-Week. The country of origin of most Erasmus students was Rumania (20,3%). Among the most positively received aspects of the Erasmus-Week, the active use of German for medical purposes and the use of peer-teaching as the method of choice to learn and repeat basic medical examination skills were mentioned. Students emphasized their wish for being able to participate in further course offers. Offering a preparatory course week for incoming Erasmus students focusing on language and clinical practical skills training using peer-teaching as the method of choice may facilitate the integration of Erasmus students into their foreign medical curriculum. Further studies are underway to elucidate if these experiences influence later professional careers and choice of employment.
本项目报告描述了为莱比锡大学医学院技能与模拟中心（LernKlinik Leipzig）即将入学的伊拉斯谟医科学生开展预备课程周的开发、试点阶段、评估及实施情况。本项目的目的是采用同伴辅助教学这一首选方法，帮助伊拉斯谟学生为他们的海外学习年做好准备。主要预期成果包括支持语言和临床实践技能能力的发展，以及加强国际学生与说德语的同伴辅导教师之间的融合。在规划伊拉斯谟周时，采用了罗斯和卡梅隆[1]的方法框架。在规划2012年试点项目时，对2011/12学年的伊拉斯谟学生进行了一项调查。要求所有后续群体参与课前和课后调查，并对调查进行定量和定性分析。2012年至2017年期间，n = 173名欧洲医科学生在莱比锡度过了他们的伊拉斯谟学年。其中，n = 148名（86%）学生参加了伊拉斯谟周。大多数伊拉斯谟学生的原籍国是罗马尼亚（20.3%）。在伊拉斯谟周最受好评的方面中，提到了将德语积极用于医学目的以及采用同伴教学作为学习和重复基本医学检查技能的首选方法。学生们强调他们希望能够参加更多的课程。为即将入学的伊拉斯谟学生提供以语言和临床实践技能培训为重点、采用同伴教学作为首选方法的预备课程周，可能有助于伊拉斯谟学生融入其国外医学课程。目前正在进行进一步的研究，以阐明这些经历是否会影响他们日后的职业生涯和就业选择。
