Schuppe Marie Charlotte, Lex Christiane, Gliem Nina, Olgemüller Ulrike, Koziolek Michael, Forkel Susann, Gupta Sidhi, Dombrowski Tobias, Czech-Zechmeister Bozena A, Geier Johannes, Beutner Caroline, Buhl Timo
Klinik für Dermatologie, Venerologie und Allergologie, Universitätsmedizin Göttingen, Robert Koch Str. 40, 37075, Göttingen, Deutschland.
Klinik für pädiatrische Kardiologie, Intensivmedizin und Neonatologie, Universitätsmedizin Göttingen, Göttingen, Deutschland.
HNO. 2022 Dec;70(12):870-877. doi: 10.1007/s00106-022-01222-5. Epub 2022 Oct 4.
Although allergic diseases are among the most important health disorders, allergology is not anchored as an independent subject in the clinical part of medical studies in Germany.
As all universities and institutes face the same challenge, the aim of our project was to establish exemplary coordination and networking of education in allergology at one location in agreement with all involved departments and institutes. Particularly, Comprehensive Allergy Centers (CAC) offer an established infrastructure via which the revised allergology education program can be transferred to other universities.
After an extensive inventory of the current allergological curriculum at the University Medical Center Göttingen, a new teaching concept was developed in interdisciplinary consensus, supplemented by first-time provision of additional digital contents ("blended learning"), and finally evaluated.
Initially, we observed a high level of fragmentation in the teaching of allergology in the clinical study sections of human medicine, with no coordination between the 12 clinical departments/institutes involved and no coherent framework for the specific learning content. Within the established structure of the interdisciplinary CAC, we revised, coordinated, and defined key areas for improved student education in clinical allergology. The allocation of new interactive learning elements as well as supplementary materials for self-studies was welcomed by the students and positively evaluated. A survey among students after completing the former vs. current curricula showed significant improvements in achieving the desired educational objectives.
尽管过敏性疾病是最重要的健康问题之一，但在德国，过敏学并未作为一门独立学科纳入医学临床研究部分。
鉴于所有大学和机构都面临同样的挑战，我们项目的目标是与所有相关部门和机构达成一致，在一个地点建立过敏学教育的示范性协调和网络。特别是，综合过敏中心（CAC）提供了一个既定的基础设施，通过它可以将修订后的过敏学教育计划推广到其他大学。
在对哥廷根大学医学中心当前的过敏学课程进行广泛梳理之后，通过跨学科共识制定了一个新的教学理念，并首次补充了额外的数字内容（“混合式学习”），最后进行了评估。
最初，我们观察到在人类医学临床研究部分的过敏学教学中存在高度碎片化的情况，12个参与临床的部门/机构之间缺乏协调，并且针对特定学习内容没有连贯的框架。在跨学科综合过敏中心既定的结构内，我们修订、协调并确定了临床过敏学中改善学生教育的关键领域。新的互动式学习元素以及自学补充材料的分配受到了学生的欢迎，并得到了积极评价。一项针对学生完成旧课程与新课程后的调查显示，在实现预期教育目标方面有显著改善。
