Wijnen-Meijer M, Brandhuber T, Schneider A, Berberat P O
Technical University of Munich, School of Medicine, TUM Medical Education Center, Munich, Germany.
Technical University of Munich, School of Medicine, Institute of General Practice and Health Services Research, Munich, Germany.
J Med Educ Curric Dev. 2022 May 12;9:23821205221091511. doi: 10.1177/23821205221091511. eCollection 2022 Jan-Dec.
Background: To prepare medical students for their future, they must become acquainted with clinical practice, for example by means of simulations, clerkships and discussing patient cases. By connecting these different approaches, according to Kolb´s experiential learning cycle, the learning effect can be strengthened.
In the development of a didactical program for students who are being prepared for their role as general practitioners, we have adopted a new didactic approach, in which educational formats are interlinked, according to Kolb´s experiential learning cycle. The content of these courses is determined by the Entrustable Professional Activities (EPAs) for the clerkship in family medicine, combined with the most common chief complaints of patients in the GP's practice. In 2019, the first course was implemented at the Technical University of Munich, Germany, with 6 medical students. A first seminar discusses patients who the students have seen for themselves during their clerkship in family medicine. In addition, matching theory is discussed and skills are practiced. In the next seminar, students apply the acquired knowledge and skills in scenarios with standardized patients. Students evaluated the courses as positive. The evaluations show they find discussing personally experienced patient cases and the opportunity to practice very valuable.
A course design according to Kolb's Experiential learning cycle, which integrates experience, theory and simulation, is a valuable addition to existing forms of teaching in medical education. Students appreciated both discussing personally experienced patient cases and the opportunity to re-practice similar cases in a simulated environment. To gain more insight into the learning effects, it is recommended to further explore this approach in a different context.
为了让医学生为未来做好准备，他们必须熟悉临床实践，例如通过模拟、临床实习和讨论患者病例。根据科尔布的经验学习周期，将这些不同的方法联系起来，可以增强学习效果。
在为准备担任全科医生角色的学生开发教学计划时，我们采用了一种新的教学方法，即根据科尔布的经验学习周期将教育形式相互联系起来。这些课程的内容由家庭医学临床实习的可托付专业活动（EPA）决定，并结合全科医生诊所中患者最常见的主诉。2019年，德国慕尼黑工业大学为6名医学生开设了第一门课程。第一次研讨会讨论学生在家庭医学临床实习期间亲自看过的患者。此外，还讨论匹配理论并进行技能练习。在下一次研讨会上，学生们将所学知识和技能应用于标准化患者的场景中。学生们对这些课程评价积极。评估表明，他们认为讨论个人经历的患者病例以及练习的机会非常有价值。
根据科尔布的经验学习周期设计的课程，将经验、理论和模拟相结合，是医学教育现有教学形式的宝贵补充。学生们既喜欢讨论个人经历的患者病例，也喜欢在模拟环境中重新练习类似病例的机会。为了更深入地了解学习效果，建议在不同背景下进一步探索这种方法。
