Internal Medicine Department, University Hospital Lozano Blesa, Zaragoza, 50009, Spain.
Scientific Research Group GIIS-063 (IIS-Aragón), Zaragoza, 50009, Spain.
BMC Med Educ. 2024 Aug 6;24(1):846. doi: 10.1186/s12909-024-05809-0.
Occupational medicine (OM) faces considerable challenges today, one of them related to the university training of future physicians considered suboptimal at a global level as it has been pointed out in many studies. The aim of this study is to update the state of OM medical education in European universities.
Between March and August 2022, an e-mail survey regarding OM training to undergraduate medical students was conducted among OM professors at European universities in 28 countries (n = 347).
Of the 347 universities, 53 medical schools from 19 countries responded (response rate = 15.3%). In 89% of cases, OM was taught. The average number of hours per academic year was 24.3, with significant variation within the same country. Lectures were the most popular teaching technique (98%), with a considerable use of modern approaches such as problem-based learning (61%), and e-learning (57%). While occupational diseases and principles of prevention were covered, other subjects such as the environmental impact or collaboration with an OM physician were poorly represented in the educational program.
According to data, several European medical schools may provide insufficient OM education and training to their students. The education of undergraduate occupational medicine students in European medical schools should be designed to equip them with the knowledge and skills required to meet today's challenges. It is critical that undergraduate OM education in European medical schools be enhanced, harmonized, and standardized.
职业医学（OM）目前面临着诸多挑战，其中之一与全球范围内被许多研究指出的未来医生的大学培训不足有关。本研究旨在更新欧洲大学职业医学医学教育的现状。
在 2022 年 3 月至 8 月期间，向欧洲 28 个国家的 347 名 OM 教授对本科医学生的 OM 培训进行了电子邮件调查。
在 347 所大学中，有 53 所来自 19 个国家的医学院校做出了回应（回应率为 15.3%）。在 89%的情况下教授了 OM。每学年的平均课时数为 24.3 个小时，但在同一国家内存在显著差异。讲座是最受欢迎的教学技术（98%），同时也相当多地采用了现代方法，如基于问题的学习（61%）和电子学习（57%）。虽然涵盖了职业病和预防原则，但教育计划中其他科目（如环境影响或与 OM 医生的合作）的代表性不足。
根据数据，一些欧洲医学院可能向学生提供不足的 OM 教育和培训。应设计欧洲医学院本科职业医学学生的教育，以使其具备应对当今挑战所需的知识和技能。增强、协调和规范欧洲医学院本科 OM 教育至关重要。
