Koelkebeck Katja, Brouwer Britta, Ahrens Helmut, Becker Jan-Carl, Weih Markus, Marschall Bernhard, Arolt Volker, Ohrmann Patricia
Klinik für Psychiatrie und Psychotherapie, Universitätsklinikum Münster, Albert-Schweitzer-Campus 1, Gebäude A 9, 48149, Münster, Deutschland.
Institut für Ausbildung und Studienangelegenheiten (IfAS), Westfälische Wilhelms-Universität Münster, Albert-Schweitzer-Campus 1, Gebäude A6, Münster, 48149, Deutschland.
Nervenarzt. 2019 Nov;90(11):1170-1176. doi: 10.1007/s00115-019-0677-7.
Medical education in the discipline of psychiatry and psychotherapy at the University of Münster was traditionally focused on the transfer of knowledge via lectures. According to the current guidelines, the medical curriculum was modified as from the winter semester 2016/2017 to be more competency-based and the changes were evaluated.
Lectures and seminars were reduced to achieve a better linkage between theoretical and practical knowledge. Moreover, learning goals were formulated based on the German National Competence-based Catalogue of Learning Objectives in Medicine (NKLM) and entrustable professional activities (EPAs).
Almost all previous lectures are now replaced by an inverted classroom concept with e‑learning. Theoretical knowledge is deepened by immediate multiple choice (MC) examinations and a seminar, which now focusses on specific practical EPAs. At the end of the semester, the students now undergo a practical, formative examination with simulated patients (actors) in addition to the former MC test. For evaluation, a representative sample of a semester cohort which took part in the previous curriculum and a similar cohort which attended the revised curriculum were investigated. Moreover, variables which might have an impact on the results were assessed, e. g. pre-existing psychiatric knowledge and motivation.
Students taught by the modified curriculum showed a significantly better practical performance and no reduction of theoretical knowledge. Relevant influencing factors were not identified.
The results show that a competency-based modification of the curriculum in the discipline of psychiatry and psychotherapy leads to more practical abilities and thus helps future physicians to be more self-determined.
明斯特大学精神病学与心理治疗学科的医学教育传统上侧重于通过讲座传授知识。根据现行指南，自2016/2017冬季学期起，医学课程进行了修改，以更注重能力培养，并对这些变化进行了评估。
减少讲座和研讨会，以更好地将理论知识与实践知识联系起来。此外，根据德国国家医学能力本位学习目标目录（NKLM）和可托付专业活动（EPA）制定学习目标。
几乎所有以前的讲座现在都被基于电子学习的翻转课堂概念所取代。通过即时多项选择题（MC）考试和一个现在专注于特定实践EPA的研讨会来深化理论知识。在学期末，学生们除了以前的MC测试外，现在还要接受与模拟患者（演员）进行的实践形成性考试。为了进行评估，对参加以前课程的一个学期队列的代表性样本和参加修订课程的类似队列进行了调查。此外，还评估了可能对结果产生影响的变量，例如先前的精神病学知识和动机。
采用修订课程教学的学生表现出明显更好的实践能力，且理论知识没有减少。未发现相关影响因素。
结果表明，精神病学与心理治疗学科基于能力的课程修改可带来更强的实践能力，从而有助于未来的医生更加自主。
