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

Liebke, Lisa; Narciß, Elisabeth; Obertacke, U.; Fritz-Joas, Harald

doi:10.3205/zma001263

Cited by 1 publication

(1 citation statement)

References 4 publications

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“…This study found that formative assessment is as crucial as summative assessment in evaluating and improving student learning. During practical instruction, formative assessment can be conducted using a predefined evaluation grid [ 9 ], a log book [ 5 , 45 ], and self-assessment progress [ 46 , 47 ].…”

Section: Discussionmentioning

confidence: 99%

Outpatient education, a momentous in clinical education: a qualitative study of medical students’, faculty members’, and residents’ perspectives

Barzegar,

Faghihi,

Amini

et al. 2023

BMC Med Educ

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Background Even though a lot of scholars have been looking at outpatient education lately because it has become more popular and they want to know about its successes, failures, and problems, we have not been able to find a complete study. Therefore, our study aims to gain a deeper understanding of the various aspects of outpatient education based on the actual experiences of medical students, faculty, and residents. Methods Face-to-face and semi-structured interviews were used to collect data for this qualitative study. Until data saturation was reached, the interviews continued. A total of 21 participants from Shiraz University of Medical Sciences, including medical students, residents, and teachers, were enrolled. The Guba and Lincoln-first written standards for scientific accuracy in qualitative research were used to figure out how reliable the data were. Results Fourteen categories were extracted from four main themes. The results show that four categories: “physical space and equipment,” “prerequisites related to the curriculum,” “teaching skills development,” and “near-peer teachers” should be considered for outpatient education preparation. Theme 2, “implementation requirements,” included “student dimension,” “faculty’s commitment to planning,” and “program supervision.” Theme 3, “challenges of outpatient education,” was described by five related categories, including “curriculum implementation challenges,” “student challenges,” “faculty challenges,” “system-related challenges,” and “patient-related challenges.” Finally, two categories emerged about facilitators of outpatient education: internal and external facilitators. Conclusion Outpatient clinics represent a crucial aspect of medical practice. To effectively leverage this resource, preliminary planning, considering all the prerequisites, paying attention to the implementation requirements, getting to know the challenges, and trying to solve them, especially with incentives, are essential.

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