Albert-Ludwigs-Universität Freiburg, Medizinische Fakultät, Studiendekanat, Kompetenzzentrum Evaluation in der Medizin BW, Freiburg/Breisgau, Germany.
GMS J Med Educ. 2021 Feb 15;38(2):Doc44. doi: 10.3205/zma001440. eCollection 2021.
As the final and longest practical phase of undergraduate medical study in Germany, the final year is essential for the acquisition and development of core medical competencies. However, studies show that the educational conditions are often not optimal. The aim of this study was to learn more about the educational conditions connected with the final year and to find out how it can be improved. To do this, written comments from graduate evaluation surveys were analyzed. Using the data from the survey of Freiburg medical students in the graduating classes of 2015/16 and 2016/17, we investigated which potential improvements were identified by students who had completed the final year and which aspects these students felt they especially benefited from in terms of beginning their medical careers. The written responses by the Freiburg graduating classes of 2015/16 (n=88; response rate: 28%) and 2016/17 (n=112; response rate: 36%) to the questions about beneficial aspects of the final year and potential improvements were qualitatively analyzed for content. As a comparison condition, the written comments of medical students graduating in the same years from the other medical schools in Baden-Württemberg were analyzed. The written responses of the Freiburg graduates to these two questions could be classified according to five main categories. Comments were most frequently assigned either to the category "(more) autonomous work, like an assistant physician" or "(increased) mentoring of the final-year students as learners". In hindsight, the Freiburg medical graduates felt that they had already benefited in terms of beginning their careers from working independently under supervision during the final year, but they also saw room for improvement and wished that they had been perceived more strongly as learners and encouraged as such. The analysis of the written comments made by students in the same graduating classes at other medical schools in Baden-Württemberg showed corroborating results. The results of this study show how the educational conditions of final year can be optimized. For instance, more opportunities should be created for final-year students to work independently and care for patients, and the course offerings should be expanded and adjusted, if needed, to match the needs of the students. Furthermore, those teaching final year students should be better trained and released from other duties so that they can focus on teaching.
作为德国本科医学学习的最后也是最长的实践阶段，最后一年对于获得和发展核心医学能力至关重要。然而，研究表明，教育条件往往并不理想。本研究旨在更多地了解与最后一年相关的教育条件，并探讨如何改进这些条件。为此，我们分析了毕业生评估调查中的书面意见。利用 2015/16 年和 2016/17 年毕业班级的弗莱堡医学生调查数据，我们调查了完成最后一年的学生确定了哪些潜在的改进，以及这些学生在开始他们的医疗生涯方面特别受益于哪些方面。2015/16 年（n=88；回应率：28%）和 2016/17 年（n=112；回应率：36%）的弗莱堡毕业班级对最后一年有益方面和潜在改进的问题的书面答复进行了定性内容分析。作为比较条件，分析了来自巴登-符腾堡州其他医学院的同年毕业的医学生的书面意见。根据五个主要类别对弗莱堡毕业生对这两个问题的书面答复进行了分类。评论最常被分配到“（更多）自主工作，如助理医师”或“（增加）对最后一年学生作为学习者的指导”类别。事后看来，弗莱堡医学生认为他们在职业生涯开始时已经从最后一年的监督下独立工作中受益，但他们也看到了改进的空间，并希望自己更强烈地被视为学习者，并受到鼓励。对巴登-符腾堡州其他医学院同年毕业班级学生的书面意见的分析也得出了类似的结果。这项研究的结果表明如何优化最后一年的教育条件。例如，应该为最后一年的学生创造更多独立工作和照顾患者的机会，并根据学生的需求扩大和调整课程设置。此外，应该更好地培训教授最后一年学生的人员，并让他们从其他职责中解脱出来，以便他们能够专注于教学。
