Lernen am späteren Arbeitsplatz: Eine Analyse studentischer Erwartungen und Erfahrungen im „Praktischen Jahr“

Schrauth, Markus; Weyrich, Peter; Kraus, Bernd; Jünger, Jana; Zipfel, Stephan; Nikendei, Christoph

doi:10.1016/j.zefq.2008.05.005

Cited by 33 publications

(36 citation statements)

References 19 publications

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“…Moreover, the integration in the team of doctors proved to be a further decisive factor in motivating students completing a subinternship in radiology to select a clinical elective in radiology in the practical year with both the integration in the team of doctors and the working atmosphere at the hospital being important. These results also coincide with the findings of other German study groups who used structured focus group analysis to examine the expectations and experiences of students in internal medicine during ward internships and the practical year [17,26]. A limitation is that the present survey as a self-selected sample does not allow conclusions about the population of all medical students completing a radiology subinternship [27].…”

supporting

confidence: 83%

“…A structured focus group analysis of expectations and experiences of students in their practical year in internal medicine showed that the presence of a dedicated medical contact person for the duration of the internship is particularly important to students [17]. The impact of a mentor from the selected area of specialization on a student's decision in favor of the specialty has already been shown multiple times in general medicine [17 -19].…”

mentioning

confidence: 99%

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Subinternship in Radiology – A Practical Start to the Specialization?

Kasch

Wirkner

Hosten

et al. 2016

Fortschr Röntgenstr

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▼Purpose: To identify factors influencing medical students to choose radiology in the fourmonth clinical elective in the final year of medical school following radiology subinternships. Materials and Methods: A subsample of medical students in a nationwide German online survey evaluated a subinternship in radiology (19 items). They were divided into four groups: Students who could imagine doing a clinical elective in radiology in the practical year based on their experiences during the subinternship ("yes, based on subinternship"), students who could not ("no, based on subinternship") and students who had made this decision prior to the subinternship ("yes, prior to subinternship" and "no, prior to subinternship"). Results: 94 medical students evaluated a radiology subinternship (54.4 % females). Based on their experiences during the subinternship, 54 students (57.4 %) intended to do a final year clinical elective in radiology, 39 of them (41.5 %) being encouraged by the subinternship. 40 (42.6 %) reported having a negative attitude towards a clinical elective in radiology, 16 of them (17.0 %) having made this decision based on their subinternship experience. Groups did not differ regarding gender (p = 0.396) and age (p = 0.853). Students motivated to do a final year clinical elective in radiology experienced excellent academic teaching (p = 0.001) and practical involvement (p = 0.003), achieved their learning goals more often (p = 0.001), were better integrated into the team (p = 0.001), and acquired more practical skills (p = 0.003). Overall satisfaction was higher in these groups (p = 0.001).Conclusion: Satisfaction with a radiology subinternship is crucial for motivating medical students to do a final year clinical elective in radiology. A structured subinternship and continuous mentoring should be targeted to keep students connected to radiology. Key Points:▶ Radiology subinternships influence further interest in the specialization.▶ The quality and structure of teaching critically influence student satisfaction.

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supporting

confidence: 83%

mentioning

confidence: 99%

Subinternship in Radiology – A Practical Start to the Specialization?

Kasch

Wirkner

Hosten

et al. 2016

Fortschr Röntgenstr

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“…This fact has led to an impression that final year medical education represents an educational period that is 'left to chance' [34]. However, as can be expected, students mainly expect improvement of practical clinical competence, the chance to manage their 'own patients' under supervision, a complete integration into a ward team and ward procedures and the presence and availability of supervisors, as well as pre-defined time slots for medical education during final year medical education [35]. In this respect, the provision of supervision indeed appears to be the strongest determining factor for the appraisal of the final year [36].…”

Section: Workplace Learning In Final Year Medical Educationmentioning

confidence: 99%

Final Year Medical Education in Germany

Nikendei

Krautter

Nora

et al. 2012

Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheit

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“…Das Ausbildungsmodell einer eigenen Sprechstunde ohne unmittelbare Aufsicht wurde am ehesten befürwortet, das Beobachten des Hausarztes gewann erst nach der PJ-Erfahrung wieder an Bedeutung. Der Wunsch nach einem eigenständigen Patientenmanagement als Voraussetzung zur Verbesserung klinisch-praktischer Fertigkeiten wurde auch in einer Studie zu Erwartungen von Studierenden an das PJ-Tertial Innere Medizin besonders häufig genannt [15]. Die Art und Weise der erhofften Ausbildung wurde von Studierenden hier wesentlich charakterisiert als Konfrontation mit Fragen durch den ärzt-lichen Ansprechpartner, umfassende Erklärungen und konstruktives Feedback [15].…”

Section: Diskussionunclassified

“…Der Wunsch nach einem eigenständigen Patientenmanagement als Voraussetzung zur Verbesserung klinisch-praktischer Fertigkeiten wurde auch in einer Studie zu Erwartungen von Studierenden an das PJ-Tertial Innere Medizin besonders häufig genannt [15]. Die Art und Weise der erhofften Ausbildung wurde von Studierenden hier wesentlich charakterisiert als Konfrontation mit Fragen durch den ärzt-lichen Ansprechpartner, umfassende Erklärungen und konstruktives Feedback [15]. Andere aus Deutschland stammende Arbeiten zum allgemeinmedizinischen Blockpraktikum [16] oder PJ [4] konzentrierten sich auf die Priorisierung der Lernziele, z.B.…”

Section: Diskussionunclassified