Medical universities in Austria: impact of curriculum modernization on medical education

Lischka, Martin F.

doi:10.1007/s12507-010-0006-4

Cited by 4 publications

(2 citation statements)

References 7 publications

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“…A constant pursuit of modernization and improvement of medical curricula is important in universities around the world. 15,16 Currently, lecturers at many European universities specifically identify and define competence-based learning objectives (NKLM in Germany, SCLO in Switzerland). 5,17 They aim to enhance comparability and quality of education in medicine.…”

Section: Structured Curriculum Developmentmentioning

confidence: 99%

Improving the Pharmacology Curriculum at a German Medical School: A Structured Plan Based on a Student‐Guided Large‐Scale Study

Steffen

Lenski

Herrmann

et al. 2019

The Journal of Clinical Pharma

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With rapid progress in medicine, a thorough understanding of pharmacology remains crucial. Currently, lecturers are implementing competencybased learning objectives in medical curricula around the world. Advancing teaching modalities need to be integrated into pharmacology courses in a reasonable way. At Ludwig-Maximilians-Universität (LMU) Munich Medical Faculty, a systematic evidence-based approach was used to modernize pharmacology classes. The needs assessment was conducted by final-year students. It included focus groups and a large-scale online survey, which was distributed among all medical students at LMU, with 1018 students participating (response rate 20%). Survey results showed that most of the students (92%) aimed to become pharmacology-adept doctors. Also, a majority (88%) stated that their goal was to understand the material most critical to application of pharmacology concepts as well as prescribing practice. Only 38% of the students reported satisfaction with the current curriculum, and 93% supported modernization. Thus far, pharmacology teaching at LMU Munich had mainly consisted of lectures attended by 200 students. Now, students advocated for a stronger integration of clinical pharmacology teaching into clinical subjects in the last 2 years of medical school. Specifically, they called for classes with smaller groups of students including problem-based learning as well as video podcasts. These results provided the foundation for change in curriculum at the LMU medical school. In conclusion, a structured approach for curriculum development that considers students' views is feasible and can reveal their actual goals and demands. The approach has proven successful at LMU Munich and is transferrable to other universities.

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Section: Structured Curriculum Developmentmentioning

confidence: 99%

Improving the Pharmacology Curriculum at a German Medical School: A Structured Plan Based on a Student‐Guided Large‐Scale Study

Steffen

Lenski

Herrmann

et al. 2019

The Journal of Clinical Pharma

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show abstract

“…Looking more closely at the German-speaking countries in Europe, we can see that different approaches have been implemented in recent years regarding scientific training in medical curricula. In Austria, for example, a clear separation has been made since 2002 between a formal grade, which is equal for all students by the end of medical training (known as “Berufsdoktorat”), and a postgraduate and voluntary doctoral thesis or PhD [ 11 – 13 ]. Focusing on Germany, previous studies revealed that scientific education is not sufficiently addressed in medical curricula [ 14 – 16 ], especially in regular courses [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

Scientific competence during medical education - insights from a cross-sectional study at a German Medical School

Vogt,

Schuchardt,

Geissler

et al. 2024

BMC Med Educ

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Background Medical knowledge regarding the pathophysiology, diagnosis and treatment of diseases is constantly evolving. To effectively incorporate these findings into professional practice, it is crucial that scientific competencies are a central component of medical education. This study seeks to analyse the current state of scientific education and students’ desires for integration into the curriculum. Methods From October to December 2022, a survey was distributed at the Medical Faculty Dresden to all medical students from the 1st to 5th academic year (AY). The survey investigates current expectations of applying scientific competencies later in professional life, and the students were asked to self-assess various scientific skills and in relation to the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education. The self-assessments were objectified through a competence test with ten multiple-choice questions. The desire for curricular teaching was inquired. Results 860 students completed the survey. This corresponds to a response rate of 64%. In the 5th AY, approximately 80% of the participants stated that they expected to work with scientific literature on a daily to monthly basis in future professional life and to communicate corresponding scientific findings to patients. Only 30–40% of the 5th AY rate their scientific competencies as sufficient to do this appropriately. This corresponds with the self-assessed competencies that only slightly increased over the 5 AYs from 14.1 ± 11.7 to 21.3 ± 13.8 points (max. 52) and is also reflected in the competence test (1st AY 3.6 ± 1.75 vs. 5th AY 5.5 ± 1.68, max. 10 points). Half of the students in the 4th and 5th AYs were dissatisfied with the current teaching of scientific skills. The majority preferred the implementation of a science curriculum (56%), preferably as seminars dealing with topics such as literature research, analysis, and science communication. Conclusions The results show discrepancies between expectations of using scientific knowledge in everyday professional life, self-rated and objectively recorded competencies, and the current state of curricular teaching of scientific competencies. There is a strong need for adequate practical training, particularly in critical analyses of scientific literature, which enables the communication of scientific knowledge to patients.

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A scientific approach to the reform of a medical curriculum

März

2018

Wien Med Wochenschr

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SummaryPlanning and implementing a new curriculum at the Medical Faculty of the University of Vienna was a bold attempt to use a scientific approach. A curriculum of sequentially presented and departmentally controlled subject areas using oral examinations was replaced with horizontally and vertically integrated organ/function modules. The reform also introduced integrated written year-end examinations, a required research thesis, stronger clinical orientation starting already in the 1st semester and more elective components. The starting point, preparatory work, the legal framework, as well as the formal planning process from January 1998 until October 2001 are described and explained.

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Medical universities in Austria: impact of curriculum modernization on medical education

Abstract: During the last decade medical education in Austria has seen more changes than in the whole of the previous century, with a complete Martin Lischka 1 overhaul of the structure of undergraduate curricula. Curricula now are

Cited by 4 publications

References 7 publications

Improving the Pharmacology Curriculum at a German Medical School: A Structured Plan Based on a Student‐Guided Large‐Scale Study

Improving the Pharmacology Curriculum at a German Medical School: A Structured Plan Based on a Student‐Guided Large‐Scale Study

Scientific competence during medical education - insights from a cross-sectional study at a German Medical School

A scientific approach to the reform of a medical curriculum

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