Undergraduate medical education in Germany

Chenot, Jean‐François

doi:10.3205/000061

Cited by 40 publications

(7 citation statements)

References 13 publications

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“…For dental students, the lack of practical training played a major role, as dentists usually take dental courses from the first semester onwards to learn the practical skills from early stage on 45. In comparison, this issue does not yet affect medical students as much in the early stages of their studies, as the undergraduate medical curriculum in Germany includes fewer practical training during this time 46. In sum this probably accounts for our findings that reported levels of anxiety and depression are even higher than among students of the same medical school prior to the Corona pandemic 8…”

Section: Discussionmentioning

confidence: 99%

Mental burden and perception of the study situation among undergraduate students during the COVID-19 pandemic: a cross-sectional study and comparison of dental and medical students

et al. 2021

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ObjectivesTo investigate levels of distress, depression, anxiety, stress and perception of their current study situation during the COVID-19 pandemic among undergraduate dental and medical students.DesignObservational, cross-sectional study including two consecutive surveys (May and July 2020).SettingA large medical school in Germany.ParticipantsAll first year dental and medical students were invited. 132 participating first year students (44 dental, 88 medical) from the first survey and 150 students (50 dental, 100 medical) from the second were included in our analyses.Primary and secondary outcome measuresMental burden (distress thermometer, Patient Health Questionnaire-4, Perceived Stress Scale-4) and self-reported changes in mental health and perception of study situation during the COVID-19 pandemic (self-developed items) were compared. Open-ended questions were analysed by conventional content analyses.ResultsA considerable proportion of students (t1: May 2020: 84.1%; t2: July 2020: 77.3%) reported distress levels above cut-off. In July 2020, dental students reported significantly higher distress scores than medical students (dental: M=7.0, SD=2.3; medical: M=5.7; SD=2.1; p<0.001). More dental than medical students reported mild, moderate and severe levels of anxiety and depression symptoms. The majority stated that their mental health and study motivation had not changed during the pandemic. Logistic regression showed that being a dental student was significantly associated with a higher likelihood for serious worries regarding the study situation during COVID-19 at t1 (OR 4.0; 95% CI 1.1 to 14.2). At t2 higher distress was significantly associated with a higher likelihood for experiencing serious worries (OR 1.8; 95% CI 1.3 to 2.5). Regarding current concerns related to the pandemic, students most frequently reported difficulties with self-regulated learning (15.2%), study-related worries and uncertainty (14.4%), missing feedback of students and lecturers (11.4%) and lack of practical training (9.8%).ConclusionThe results suggest that high mental burden and the lack of practical training among medical and dental students is an increasing problem, with a possibly even higher urgency in dental students. Tailored psychological and educational support offers during and after the COVID-19 pandemic might help them as they progress through (medical and) dental school.

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Section: Discussionmentioning

confidence: 99%

Mental burden and perception of the study situation among undergraduate students during the COVID-19 pandemic: a cross-sectional study and comparison of dental and medical students

et al. 2021

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“…It offers 30 slots per year for interested first year medical students. Enrolled students participate in this program through their entire undergraduate medical education, which lasts 6 years (2 years of basic science, 3 years of clinical science, 1 year clinical rotations) [ 28 ]. One pillar of the extracurricular LeiKA teaching project is the individual mentorship between students and their GP mentors.…”

Section: Introductionmentioning

confidence: 99%

Long-term mentoring relationships in undergraduate longitudinal general practice tracks – a qualitative study on the perspective of students and general practitioners

Scholz

Gehres

Schrimpf

et al. 2022

Medical Education Online

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Background Longitudinal general practice tracks have been established in medical faculties in Europe and worldwide to attract more graduates to general practice careers. In many programs, long-term mentoring relationships play an important role in providing students with positive role models, regular practical experiences, and acquisition of clinical skills in a community context. However, little is known about students’ and general practitioner mentors’ expectations, experiences, challenges, and ideas for improvement within these long-term mentoring relationships in general practice in our medical education system. Methods Qualitative study based on semi-structured interviews with 15 students and 13 mentors. Interviews were audio-recorded and transcribed verbatim. MAXQDA was used for data analysis, following a mixed deductive/inductive approach. Results Both groups had few and rather unstated expectations, particularly regarding their relationships. Consequently, expectations were often not clearly communicated. Nevertheless, a high level of satisfaction and good opportunities for teaching were achieved for both sides. The evolving familiarity facilitated a positive learning environment. Students valued independent medical tasks continuously adjusted to their current abilities. However, some felt a reluctance to demand their mentor’s time and consideration. Conversely, the mentors criticized a lack of initiative from some of the students and wished that they would get more actively involved. Students, in contrast, wished for more guidance at the start of the project and joint events to deepen the relationship. Conclusions With this study, we gained detailed insights into and understanding of the nature of long-term relationships between students and mentors. Points for improvement revealed included: 1) education of both participating groups on the goals and benefits of mentoring, including binding expectations for the participants; 2) intensified support and training of teaching physicians; 3) structured and accompanied establishment of initial contact between mentor and mentee; and 4) encouraged additional shared (teaching) time, individualized timing, and intensification, if desired.

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“…The current "Regulation of the Licensing of Doctors" (Approbationsordnung für Ärzte) in Germany includes a written medical licensing examination for prospective physicians [24]. This exam is divided into two parts: the first part (also called Erster Abschnitt der Ärztlichen Prüfung) and the second part (termed Zweiter Abschnitt der Ärztlichen Prüfung) [25,26]. The second part covers the entire spectrum of the clinical sciences and consists of a written test and a combined practical and oral exam.…”

Section: Methodsmentioning

confidence: 99%

Nutrition Coverage in Medical Licensing Examinations in Germany: An Analysis of Six Nationwide Exams

et al. 2022

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The state of nutrition education in medicine is inadequate, with nutrition-related topics being poorly integrated into lectures. Most medical students receive only a few contact hours of nutrition instruction during their entire time at medical school. Identifying potential barriers that may explain the paucity of nutritional knowledge in medical students is thus of paramount importance. The extent of nutrition coverage in the second part of Germany’s nationwide medical licensing exam is currently unknown. We addressed this issue and assessed nutrition content, as well as students’ scores, in this pivotal test prior to their graduation. We performed a post hoc analysis of six nationwide medical licensing examinations (2018–2020) undertaken by 29,849 medical students and screened 1920 multiple-choice questions for nutrition-related content. Nutrition-related questions accounted for a minority of the questions (2.1%, n = 40/1920). A considerable number of the questions (n = 19) included only a single nutrition-related answer option that was frequently incorrect and served as a distractor. About 0.5% of questions were entirely nutrition related. Despite undeniable barriers, the inclusion of additional nutrition-related examination questions could serve as an incentive to engage students and medical schools in enhancing medical nutrition education. The recently published competence-oriented learning objective catalog in Germany could play a pivotal role in this context, leading to better recognition of nutrition-related topics in medical education.

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Undergraduate medical education in Germany

Cited by 40 publications

References 13 publications

Mental burden and perception of the study situation among undergraduate students during the COVID-19 pandemic: a cross-sectional study and comparison of dental and medical students

Mental burden and perception of the study situation among undergraduate students during the COVID-19 pandemic: a cross-sectional study and comparison of dental and medical students

Long-term mentoring relationships in undergraduate longitudinal general practice tracks – a qualitative study on the perspective of students and general practitioners

Nutrition Coverage in Medical Licensing Examinations in Germany: An Analysis of Six Nationwide Exams

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