The Brandenburg reformed medical curriculum: study locally, work locally

Winkelmann, Andreas; Schendzielorz, Julia; Maske, Dagmar; Arends, P.; Bohne, Christoph; Hölzer, Henrike; Harre, K; Nübel, Jonathan; Otto, Bertram; Oess, Stefanie

doi:10.3205/zma001257

Cited by 4 publications

(5 citation statements)

References 12 publications

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“…18–20 Heterogeneity and difficulties in managing teaching quality 7 21 are used as arguments against DLE training. 22 In the scientific literature, the debate prominently follows a ‘Western’ ideal of medical education first introduced to the global medical education community by Flexner:…”

Section: Introductionmentioning

confidence: 99%

“…Resilient, evidence-based approaches or best practices for transforming curricula from a ‘post-Flexnerian’ curriculum to one that follows community HC needs and integrates training instruction in DLE are scarce. 22 37 The authors of the present work are course administrators for DLE in Brazil and Germany. An initial discussion was prompted by a lecture for medical students given by FTB and RK in 2019 during a study visit by FTB at the Institute for General Practice and Interprofessional HC at Universitätsklinikum Tübingen (UKT).…”

Section: Introductionmentioning

confidence: 99%

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A post-Flexner comparative case study of medical training responses to health system needs in Brazil and Germany

et al. 2022

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Health systems need medical professionals who can and will work in outpatient settings, such as general practitioner practices or health centres. However, medical students complete only a small portion of their medical training there. Furthermore, this type of training is sometimes seen as inferior to training in academic medical centres and university hospitals. Hence, the healthcare system’s demand and the execution of medical curricula do not match. Robust concepts for better alignment of both these parts are lacking. This study aims to (1) describe decentral learning environments in the context of traditional medical curricula and (2) derive ideas for implementing such scenarios further in existing curricula in response to particular medicosocietal needs.This study is designed as qualitative cross-national comparative education research. It comprises three steps: first, two author teams consisting of course managers from Brazil and Germany write a report on change management efforts in their respective faculty. Both teams then compare and comment on the other’s report. Emerging similarities and discrepancies are categorised. Third, a cross-national analysis is conducted on the category system.Stakeholders of medical education (medical students, teaching faculty, teachers in decentral learning environments) have differing standards, ideals and goals that are influenced by their own socialisation—prominently, Flexner’s view of university hospital training as optimal training. We reiterate that both central and decentral learning environments provide meaningful complementary learning opportunities. Medical students must be prepared to navigate social aspects of learning and accept responsibility for communities. They are uniquely positioned to serve as visionaries and university ambassadors to communities. As such, they can bridge the gap between university hospitals and decentral learning environments.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A post-Flexner comparative case study of medical training responses to health system needs in Brazil and Germany

et al. 2022

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show abstract

Section: Introductionmentioning

confidence: 99%

“…8,10,11 In developed countries, an increasing shortage of GPs, the perceived low status of outpatient care and GP medicine, and the tendency of health systems towards more centralized and specialized health care are reasons for implementing COME. 6,8,[12][13][14][15] Program evaluations show that COME provides a range of benefits for stakeholders but also places special demands on medical education. Benefits include improved community health care, opportunities for medical students to learn about the respective communities, and motivation of local health care workers to pass on their knowledge to the next generation.…”

Section: Introductionmentioning

confidence: 99%

“…Benefits include improved community health care, opportunities for medical students to learn about the respective communities, and motivation of local health care workers to pass on their knowledge to the next generation. 2,7,9,12,14,[16][17][18][19][20] Challenges in managing educational quality in CBL include balancing health care service with teaching demands, students' travel costs and expenditures, feeling isolated in one's work and learning, the heterogeneity within the sector, and stakeholder collaboration. 3,11,14,16,18,[21][22][23][24][25][26][27][28] COME has been shown to improve collaboration between stakeholders and, potentially, increase interest in community health care.…”

Section: Introductionmentioning

confidence: 99%

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Stakeholder Participation and Cross-Sectoral Cooperation in a Quality Circle on Community-Based Teaching: Results of a Qualitative Interview Study

Koch¹,

Steffen²,

Joos³

2022

JMDH

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Introduction Community-based learning in family medicine practices is an increasingly important part of the medical curriculum internationally. It is widely regarded as one solution to healthcare system needs, such as training and retaining a workforce willing to work in primary care. However, the perspectives of community-based medical educators and representatives from university-based medical education are rarely integrated. To improve teaching quality and promote exchange between those two sectors of medical education, the Institute for General Practice and Interprofessional Care at Tübingen University started a quality circle in family medicine teaching involving stakeholders from both sectors in 2018. The study aims to describe how the participants of this specific QC describe the cross-sectoral cooperation and participation of stakeholders in the quality management of community and university medical education. Methods After an observed meeting of the quality circle, semi-structured interviews were conducted with n=12 participants of the quality circle. Interview transcripts were analyzed using grounded theory. Results According to the participants, the quality circle provides a dynamic continuity which allows participants to navigate known barriers to transsectoral collaboration in the quality management of community-based medical education. The quality circle is perceived as an instrument for quality improvement that offered continuity and direction. At the same time, it allows for enough freedom and flexibility for the involved stakeholders to creatively work together on quality management and be inspired by their experiences. Discussion The quality circle has the potential to facilitate collaboration between the two teaching settings, form a creative community, and give medical students an active role in educational quality management.

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Expanding the scope of problem-based-learning at Hackensack Meridian School of Medicine; integrating domain-general skills with domain-specific content

Tripp,

Martinez,

Dreker

et al. 2023

Medical Teacher

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The Brandenburg reformed medical curriculum: study locally, work locally

Cited by 4 publications

References 12 publications

A post-Flexner comparative case study of medical training responses to health system needs in Brazil and Germany

A post-Flexner comparative case study of medical training responses to health system needs in Brazil and Germany

Stakeholder Participation and Cross-Sectoral Cooperation in a Quality Circle on Community-Based Teaching: Results of a Qualitative Interview Study

Expanding the scope of problem-based-learning at Hackensack Meridian School of Medicine; integrating domain-general skills with domain-specific content

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