The modular curriculum of medicine at the Charité Berlin – a project report based on an across-semester student evaluation

Hitzblech, Tanja; Maaz, Asja; Rollinger, Torsten; Ludwig, Sabine; Dettmer, Susanne; Wurl, Wiebke; Roa-Romero, Yadira; Raspe, Raphael; Petzold, Mandy; Breckwoldt, Jan; Peters, Harm

doi:10.3205/zma001262

Cited by 4 publications

(1 citation statement)

References 17 publications

(21 reference statements)

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“…Its undergraduate medical program (Modular Curriculum of Medicine, MCM) covers a total of six years and represents a fully integrated, competency-based program with 40 thematic modules and a final clerkship year [ 18 ]. Teaching formats include a blend of lectures, seminars, laboratory practicals, skills training courses, bedside teaching, problem-based learning (PBL) and communication training (Communication, Interaction and Teamwork, CIT) supported by a student-led peer-assisted learning program [ 19 ]. The program was designed and implemented between 2010 and 2016, replacing the previous traditional, discipline-based undergraduate medical curriculum [ 18 ].…”

Section: Methodsmentioning

confidence: 99%

Defining a set of teaching EPAs tailored to an undergraduate medical curriculum using a modified Delphi approach

Peters,

Holzhausen,

Czeskleba

et al. 2024

BMC Med Educ

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Background The concept of entrustable professional activities (EPAs) has recently been extended to operationalize professional tasks in teacher training and faculty development in health professions education. The aim of this study is to report on the process and results of defining a set of teaching EPAs (t-EPAs) tailored to the local characteristics of a particular undergraduate medical program. Methods The undergraduate medical program at the Charité – Universitätsmedizin Berlin is competency-based, integrates thematic modules and spans 6 years. A writing team identified teaching EPAs based on the program’s study regulations and drafted content descriptions with titles, specifications and knowledge, skills and attitudes. Content validation involved a modified Delphi procedure with a systematic, iterative interaction between a panel of content experts consisting of purposively selected educators and physicians from our faculty (n = 11) and the writing team. The threshold for a consensus was an agreement of 80% of the participants. Results After two Delphi rounds, a consensus was reached regarding the teaching activities to be included and their content descriptions. The response rate was 100% in both Delphi rounds. The Delphi results include the content descriptions of a total of 13 teaching EPAs, organized into the two overarching EPA domains of classroom-based (n = 10) and workplace-based (n = 3) activities. Tailoring the classroom EPAs to small group teaching and the workplace EPAs to supervising medical students led to several distinct EPAs. Another feature was the development of 2 teaching EPAs for interdisciplinary teaching. Conclusions In systematic, Delphi-based process, we defined a set of 13 distinct teaching EPAs tailored to a specific undergraduate medical program that cover the core teaching tasks for faculty in this program. Our report on the principles of the process and the results may guide other medical schools and educators in defining and tailoring teaching EPAs according to their contexts.

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Section: Methodsmentioning

confidence: 99%

Defining a set of teaching EPAs tailored to an undergraduate medical curriculum using a modified Delphi approach

Peters,

Holzhausen,

Czeskleba

et al. 2024

BMC Med Educ

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Stress and behavior patterns throughout medical education – a six year longitudinal study

et al. 2021

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Background Medical education has a reputation for being demanding and stressful. However, longitudinal surveys across the whole course of study considering risks and resources are rare. Methods For the evaluation of stress and coping we administered the standard instruments Perceived Medical School Stress Scale (PMSS), Hospital Anxiety and Depression Scale (HADS), Work-Related Behavior and Experience Patterns (AVEM), Maslach Burnout Inventory (MBI), and a short form of the Coping Orientations to Problems Experienced Scale (Brief COPE) in three consecutive cohorts of medical students (N = 377) at one German university. Students were surveyed at the beginning of their studies (t0) and again during each consecutive summer semester (t1-t6). Results Stress and symptoms of anxiety and depression increased in the first two years of medical studies but decreased again towards their end. Consistently, freshmen medical students presented with a large proportion of the healthy pattern at t0 (56 %) that decreased to 30 % at t2, and increased up to 44 % at t6. Correspondingly, the proportion with the burnout-related risk pattern B increased from 9 to 16 % at t2, again decreasing to 7 % at t6. Over the whole course of study there was an almost continuous increase of the unambitious pattern S from t0 13 to 40 % at t6. Characteristic differences especially between the healthy pattern and the risk patterns regarding stress, mental health symptoms and coping were observed. Female students showed a higher vulnerability for stress, anxiety and depression as well as lower proportions with a healthy pattern, and higher proportions with risk patterns for overexertion and burnout. Conclusions The development of stress, symptoms and behavior and experience patterns especially in the first two years, demonstrating increasing study-related stress in the preclinical years, as well as the high proportion with an unambitious pattern at the end of the course of study emphasize the need for prevention and health promotion at both the individual and contextual levels.

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Medical studies in times of a pandemic – concepts of digital teaching for Orthopaedics and Trauma at german universities

et al. 2023

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Background Due to the Covid-19 pandemic, on-site classroom teaching became limited at most German medical universities. This caused a sudden demand for digital teaching concepts. How the transfer from classroom to digital teaching or digitally assisted teaching was conducted was decided by each university and/or department individually. As a surgical discipline, Orthopaedics and Trauma have a particular focus on hands-on teaching as well as direct contact to patients. Therefore, specific challenges in designing digital teaching concepts were expected to arise. Aim of this study was to evaluate medical teaching at German universities one year into the pandemic as well as to identify potentials and pitfalls in order to develop possible optimization approaches. Methods A questionnaire with 17 items was designed and sent to the professors in charge of organising the teaching in Orthopaedics and Trauma at each medical university. A differentiation between Orthopaedics and Trauma was not made to allow a general overview. We collected the answers and conducted a qualitative analysis. Results We received 24 replies. Each university reported a substantial reduction of their classroom teaching and efforts to transfer their teaching to digital formats. Three sites were able to switch to digital teaching concepts completely, whereas others tried to enable classroom and bedside teaching at least for students of higher edcuational levels. The online platforms used varied depending on the university as well as the format it was supposed to support. Conclusion One year into the pandemic significant differences concerning the proportions of classroom and digital teaching for Orthopaedics and Trauma can be observed. Simultaneously huge differences in concepts used to create digital teaching are present. Since a complete suspense of classroom teaching was never mandatory, several universities developed hygiene concepts to enable hands-on and bedside teaching. Despite these differences, some similarities were observed: the lack of time and personnel to generate adequate teaching material was reported as the leading challenge by all participants of this study.

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The modular curriculum of medicine at the Charité Berlin – a project report based on an across-semester student evaluation

Cited by 4 publications

References 17 publications

Defining a set of teaching EPAs tailored to an undergraduate medical curriculum using a modified Delphi approach

Defining a set of teaching EPAs tailored to an undergraduate medical curriculum using a modified Delphi approach

Stress and behavior patterns throughout medical education – a six year longitudinal study

Medical studies in times of a pandemic – concepts of digital teaching for Orthopaedics and Trauma at german universities

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