A Medical Humanities Special Study Module on Principles of Medical Theory and Practice at the Charit??, Humboldt University, Berlin, Germany

Abstract

The authors are members of a committee in charge of a special study module (SSM) entitled Principles of Medical Theory and Practice in a problem-based and integrated reformed curriculum track at the Charité, the medical school and university hospital of the Humboldt University, Berlin, Germany. The SSM contextualizes medicine by highlighting the societal contexts of the doctor-patient relationship and the medical profession. Integrating the humanities into medical education helps students develop an awareness of the strengths and limitations of modern medicine, develop their own personalities and sense of social responsibility, and generally broaden their outlook. Teachers in the SSM seminars are from different disciplines, such as the history of medicine, bioethics, sociology, anthropology, and complementary medicine. Once a week, one or two teachers meet with as many as 21 students per group for a 90-minute course. Twelve courses constitute a seminar. Students are required to participate in four seminars during five years of studies. They can choose different topics from a set range. Although this SSM has been largely successful, some problems have occurred. Results from the course evaluations and experiences show that the seminars differ from one another in many ways. Financial restraints and the departmental structure of the faculty have influenced implementation of the SSM. However, the SSM is a new concept and is continuously reviewed and renewed. Future plans will be to specify outcomes, continue to discuss reasonable seminar topics, establish continuous support and training for teachers, and motivate students to become actively involved in the seminar discussions.

The profession of medicine: a joint US–German collaborative project in medical education

“…In the course ''The Profession of Medicine'', learning was primarily achieved by these more active and interactive means, and our students found them effective. Despite the introduction of these learning methods in several curriculum reform projects (Kiessling et al 2003;Schildmann et al 2004;Burger 2006), much of German medical education remains rooted in more traditional methods. We hope to have contributed to the acceptance of newer educational principles and methods through the introduction of this course.…”

“…courses, projects, and reformed curricula emphasising the psychosocial, ethical and cultural dimensions of medicine have been developed and offered sporadically through individual efforts, through both faculty and student initiatives (Schüppel et al 1998;Kiessling et al 2003;Schildmann et al 2004;Burger 2006). The Charité -Universitätsmedizin Berlin is Germany's largest medical school, formed in 2003 by the fusion of the medical faculties of Humboldt University (in the former East Berlin) and Free University (West Berlin).…”

Teaching Complementary and Alternative Medicine in a Reform Curriculum

“…As in other countries [5], students have reacted to the need for CAM teaching and demanded that it be included into medical curricula [6]. At the Berlin Humboldt University, a student strike eventually led to the implementation of a reform curriculum track ('Reformstudiengang Medizin') at the Charité University Medical School [7] as of the winter semester 1999/2000. A seminar on CAM has been part of the reform curriculum from its beginning.…”

“…The reform curriculum track takes a problem-oriented and interdisciplinary approach with a strong emphasis on humanities and health-related sciences. Two special study modules cover 'Principles of Medical Theory and Practice' (medical humanities) and 'Scientific Thinking and Practice' helping students place their future profession in a broader context in the medical world [7]. The aims of the reform curriculum are accompanied by a modern didactical approach that ranges from passing on contents to developing personality and reflective competencies.…”

“…The aims of the reform curriculum are accompanied by a modern didactical approach that ranges from passing on contents to developing personality and reflective competencies. To ensure that continuous improvements are made to the reform curriculum, the quality of all teaching is evaluated at the end of each semester [7]. As this procedure does not provide enough valuable information on the CAM seminar, we performed an extra one-time evaluation of its quality.…”