PJ Chirurgie im Modellstudiengang MaReCuM (Mannheim)

Abstract

Since 2006 the practical year in the Mannheim Reformed Curriculum Medicine (MaReCuM) is divided into four quarters: the two required subjects (surgery and internal medicine), one elective and one of four offered fields in ambulatory medicine. Therefore students can more intensively focus on their preferences in the practical year. In the present article we describe the provided surgical training sites, the organisation of the practical year, the surgical training itself and the quality management. We provide answers to the following questions: does dividing the practical year into quarters have a (negative) influence on the grades of final exams; how interested, motivated and satisfied are students in the different (surgical) quarters of the practical year and in which quarter(s) can new generation staff be recruited? We used results of the final exams of three cohorts of the traditional Mannheim track and three cohorts of MaReCuM, as well as the results of the Mannheim Questionnaire of Satisfaction with Training Conditions in the Practical Year of Medical Education from the regular evaluation of three practical year cohorts within two years. Dividing the practical year into quarters is possible and can be organised together with the new "mandatory subject" ambulatory medicine. The introduction of quarters has no negative effects on the results of final exams. The assignment in the surgical field from students' perspectives with regard to motivation, interest, knowledge and satisfaction with training is comparable to surgical electives. Therefore recruitment of new staff is possible either in the surgical elective or in the surgical area of ambulatory medicine.

Competence-based teaching and learning in the outpatient clinic: development of a clinical elective in ambulatory medicine

“…This makes it possible in the fourth year of study to concentrate on an individual subject that will be covered again during the final year, as befits a longitudinal curriculum [22]. The opportunity to select a subject specialty based on personal interest can promote students’ motivation to learn, something that should lead to qualitatively better learning outcomes [19].…”

Erfassung der Zufriedenheit mit dem Einsatz im Praktischen Jahr (Ma-FEZ-PJ) zur Qualitätssicherung der Lehre im Praktischen Jahr – Psychometrie eines Selbsteinschätzungsfragebogens

“…Bereits 2011 wurde das PJ im Mannheimer Modellstudiengang MaReCuM in 4 Quartale aufgeteilt, um neben den beiden Pflichtfächern Chirurgie, Innere Medizin und dem Wahlfach Platz für ein Pflichtwahlfach "Ambulante Medizin" zu schaffen, das neigungsorientiert in 1 von 4 Bereichen der ambulanten Medizin (operativ, konservativ, psychiatrisch, onkologisch) absolviert werden kann [9,10]. Um den Modellstudiengang nach jedem Quartal evaluieren zu können, wurde 2010 von Glahn [11] ein Fragebogen zur Evaluation der PJ-Einsätze entwickelt.…”

Restructuring the final year of the model study programme MaReCuM at the Medical Faculty Mannheim: the academic quarter in ambulatory medicine

“…The petition for approval as a model study programme is based on Section 41(3) of the ÄAppO in the form of a modification to the curriculum in the final year of medical study. The new concept is a final year that is divided into four quarters (12-week rotations) in order to introduce a new, mandatory quarter dedicated to ambulatory medicine with elective areas (petition submitted by Heidelberg University on 11 April 2006) and thus also strengthen the elective options during the final year [see [1], [2]]. To improve the academic quality of the final year and develop a reformed final-year curriculum, a Competency Centre to improve final-year academics at the medical faculties in Baden-Wuerttemberg was founded on 13 July 2005 in Mannheim with the support of the state government.…”