Catalogue of Subjects in the Socio-medical Sciences for the German Medical Licensing Regulations (revised June 27, 2002)

Brennecke, R.; Boschek, H. J.; Geraedts, Max; Scheidig, C.; Swart, Erik; Walter, Ulla

doi:10.1055/s-2005-858956

Cited by 8 publications

(4 citation statements)

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“…Consequently, the disciplines which can be held accountable to impart the tested areas are mainly socio-medical subjects, such as medical sociology in pre-clinical studies as well as social medicine and the cross-sectional subjects, which cover epidemiology, health economics, public health, prevention and health promotion during clinical studies [12]. Issues related to trends in world demographics are explicitly listed in the subject catalogues of socio-medical subjects in both pre-clinicial [35] and clinical terms [36]. While poverty issues are mentioned in syllabi of medical sociology at least in the context of 'infant mortality' and 'living conditions of the elderly' [35], the socio-medical catalogues in clinical terms do not explicitly mention the term 'poverty' [36].…”

Section: Discussionmentioning

confidence: 99%

“…Issues related to trends in world demographics are explicitly listed in the subject catalogues of socio-medical subjects in both pre-clinicial [35] and clinical terms [36]. While poverty issues are mentioned in syllabi of medical sociology at least in the context of 'infant mortality' and 'living conditions of the elderly' [35], the socio-medical catalogues in clinical terms do not explicitly mention the term 'poverty' [36]. Similarly, neither the Alma-Ata Declaration nor the concept of primary health care as a strategy for health promotion are explicitly listed in pre-clinical [35] or clinical [36] subject catalogues.…”

Section: Discussionmentioning

confidence: 99%

“…While poverty issues are mentioned in syllabi of medical sociology at least in the context of 'infant mortality' and 'living conditions of the elderly' [35], the socio-medical catalogues in clinical terms do not explicitly mention the term 'poverty' [36]. Similarly, neither the Alma-Ata Declaration nor the concept of primary health care as a strategy for health promotion are explicitly listed in pre-clinical [35] or clinical [36] subject catalogues. The poor results of the knowledge assessment indicate that for the tested areas, the socio-medical courses either did not work or did not intend to work - as indicated by the absence of the tested topics in respective syllabi.…”

Section: Discussionmentioning

confidence: 99%

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Global Health Education: a cross-sectional study among German medical students to identify needs, deficits and potential benefits (Part 2 of 2: Knowledge gaps and potential benefits)

et al. 2010

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BackgroundIn Germany, educational deficits or potential benefits involved in global health education have not been analysed till now.ObjectiveWe assess the importance medical students place on learning about social determinants of health (SDH) and assess their knowledge of global health topics in relation to (i) mobility patterns, their education in (ii) tropical medicine or (iii) global health.MethodsCross-sectional study among medical students from all 36 medical schools in Germany using a web-based, semi-structured questionnaire. Participants were recruited via mailing-lists of students' unions, all medical students registered in 2007 were eligible to participate in the study. We captured international mobility patterns, exposure to global health learning opportunities and attitudes to learning about SDH. Both an objective and subjective knowledge assessment were performed.Results1126 online-replies were received and analysed. International health electives in developing countries correlated significantly with a higher importance placed on all provided SDH (p ≤ 0.006). Participation in tropical medicine (p < 0.03) and global health courses (p < 0.02) were significantly associated with a higher rating of 'culture, language and religion' and the 'economic system'. Global health trainings correlated with significantly higher ratings of the 'educational system' (p = 0.007) and the 'health system structure' (p = 0.007), while the item 'politics' was marginally significant (p = 0.053).In the knowledge assessment students achieved an average score of 3.6 (SD 1.5; Mdn 4.0), 75% achieved a score of 4.0 or less (Q25 = 3.0; Q75 = 4.0) from a maximum achievable score of 8.0. A better performance was associated with international health electives (p = 0.032), participation in tropical medicine (p = 0.038) and global health (p = 0.258) courses.ConclusionThe importance medical students in our sample placed on learning about SDH strongly interacts with students' mobility, and participation in tropical medicine and global health courses. The knowledge assessment revealed deficits and outlined needs to further analyse education gaps in global health. Developing concerted educational interventions aimed at fostering students' engagement with SDH could make full use of synergy effects inherent in student mobility, tropical medicine and global health education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Global Health Education: a cross-sectional study among German medical students to identify needs, deficits and potential benefits (Part 2 of 2: Knowledge gaps and potential benefits)

et al. 2010

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“…In order to improve interdisciplinary education, the 2002 amendment to the Medical Licensure Act [http://www.gesetze-im-internet.de/_appro_2002/index.html] introduced cross-sectional areas into the curriculum of the second phase of studies, including cross-sectional area Q3 “Health Economics, The Health Care System, Public Health” [15]. However, economic subjects in medical studies already appear in the first phase of studies under the subject of “medical sociology” [16].…”

Section: Introductionmentioning

confidence: 99%

What understanding of economics do medical students have?

Spura

Werwick

Robra

et al. 2019

GMS Journal for Medical Education; 36(4):Doc41

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Prävention und Rehabilitation: Gemeinsamkeiten und Unterschiede von Konzepten, Rahmenbedingungen und Umsetzung in der gesundheitlichen Versorgung

Walter

Buschmann-Steinhage

Faller

et al.

Prävention Und Versorgungsforschung

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Prävention und (medizinische) Rehabilitation liegen in dem lange Zeit vorherrschenden Verständnis einer Versorgungskette "weit" und scheinbar unverbunden auseinander. Dabei haben sie viele gemeinsame Ansatzpunkte und könnten bei stärkerer Verzahnung zu einer verbesserten Versorgung führen. Ausgehend von der Relevanz und Defi nition von Prävention und (medizinischer) Rehabilitation zeigt der folgende Beitrag Gemeinsamkeiten und Unterschiede hinsichtlich ihrer gesetzlichen und strukturellen Verankerung, ihrer Einbettung in Forschung und Lehre sowie ihre Umsetzung in der Versorgungspraxis auf. Vertiefend werden indikationsbezogene Interventionen beispielhaft zu Rückenbeschwerden, Schulungsmaßnahmen als wichtige zielgruppenorientierte Interventionsform sowie Qualitätssicherung als Maßnahme zur Optimierung der Rahmenbedingungen, Durchführung und Ergebnisse betrachtet.

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Catalogue of Subjects in the Socio-medical Sciences for the German Medical Licensing Regulations (revised June 27, 2002)

Cited by 8 publications

References 0 publications

Global Health Education: a cross-sectional study among German medical students to identify needs, deficits and potential benefits (Part 2 of 2: Knowledge gaps and potential benefits)

Global Health Education: a cross-sectional study among German medical students to identify needs, deficits and potential benefits (Part 2 of 2: Knowledge gaps and potential benefits)

What understanding of economics do medical students have?

Prävention und Rehabilitation: Gemeinsamkeiten und Unterschiede von Konzepten, Rahmenbedingungen und Umsetzung in der gesundheitlichen Versorgung

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