Dataset Information

Reformed conventional curriculum promoting the professional interest orientation of students of medicine: JENOS.

ABSTRACT: Introduction: In the last ten years, the medical faculty at Friedrich Schiller University Jena has reformed its traditional curriculum for human medicine. The reformed JENa professional interest-Oriented Studies (JEnaer Neigungs-Orientiertes Studium, JENOS) - with the objective to facilitate career entry through a professional interest-oriented practical approach - emerged due to the stipulation of cost neutrality. Methods: Report on the process sequence of JENOS from the reform idea to implementation: the initial processes, the development and assessment process with accompanying dialogue and dispute of the reform process within the faculty shall be discussed. The 17 objectives of the JENOS reformed traditional curriculum shall be presented and the current level of fulfilment assessed. Results: The structural link of the professional interest-oriented proposals was achieved through the recognition by the "Landesprüfungsamt" (State Examination Board) as elective subjects with 21 semester hours (SH). Feedback and evaluations were conducted using lecturer and student information systems that were implemented in parallel. Eleven of 17 objectives have been achieved, three are still in process and three have not been achieved. Discussion: A professional interest orientation could be achieved through the reform. The weaknesses are found primarily in the links between teaching content. These are currently undergoing a mapping process in order to be optimised. Conclusions: Despite cost neutrality, JENOS is the successful result of reforming the curriculum. The academic reform complied with some requirements for the Master Plan 2020 for Medical Studies in order to be able to implement future changes.

SUBMITTER: Ehlers C

PROVIDER: S-EPMC6883247 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Reformed conventional curriculum promoting the professional interest orientation of students of medicine: JENOS.

Ehlers Claudia C Wiesener Nadine N Teichgräber Ulf U Guntinas-Lichius Orlando O

GMS journal for medical education 20191015 5

<b>Introduction:</b> In the last ten years, the medical faculty at Friedrich Schiller University Jena has reformed its traditional curriculum for human medicine. The reformed JENa professional interest-Oriented Studies (JEnaer Neigungs-Orientiertes Studium, JENOS) - with the objective to facilitate career entry through a professional interest-oriented practical approach - emerged due to the stipulation of cost neutrality. <b>Methods:</b> Report on the process sequence of JENOS from the reform id ...[more]

PMID: 31815160

Similar Datasets

Project description:The Brandenburg Medical School "Theodor Fontane" (MHB) was founded in 2014 by municipal and non-profit institutions in Bernau, Brandenburg an der Havel and Neuruppin to train more physicians for the non-metropolitan region of Brandenburg. Since the 2015 summer term, 48 medical students have been enrolled each year, accepted through the university's own selection process in which the score on the German school-leaving exam (Abitur) and time spent on the waiting list play subordinate roles. Tuition fees can be partially financed through scholarship agreements with regional hospitals if the applicants commit themselves to medical specialist training (Facharztweiterbildung) at a particular hospital. The main places of study are Neuruppin and Brandenburg an der Havel; there is a decentralized study phase from the eighth to tenth semester of study. The Brandenburg Reformed Medical Curriculum (BMM) complies with the model clause contained in the German regulations governing the licensing of medical doctors (ÄAppO). The curriculum is based on problem-based learning (PBL) and focused on competencies and consists of integrated interdisciplinary modules that combine, from the very beginning, basic sciences with clinical and theoretical medical subjects. The focus on general practice is visible in the regularly held "Practical Days" (Praxistag) during which second-year students and above have the opportunity to observe at participating medical practices and familiarize themselves with primary care in Brandenburg. A special focus of BMM is on the acquisition and development of communication and interpersonal skills. These are imparted through a longitudinal curriculum referred to as "Teamwork, Reflection, Interaction, Communication" (TRIK). High value is placed on critical thinking and scientific scholarship and this is reflected in an eight-week academic placement in which the students independently write a research paper. Several different teaching formats ensure that, along with learning specific subjects, sustained personal development can also take place. BMM's decentralized study phase starting in the eighth semester represents a special part of the curriculum in which students complete their clinical training in small groups at selected cooperating hospitals in Brandenburg. This phase encompasses not only hospital placements and other local patient-centered courses, but also centralized instruction via video conferencing to assure that basic sciences and clinical theory continue to be covered. Knowledge- and performance-based semester assessments, in particular OSCEs, reinforce the practical aspects of the training. These replace the M1 state medical examination in the first study phase. The first medical students are now in their ninth semester as of April 2019, making it still too early for final evaluations. The curriculum, successfully implemented to date, already satisfies core requirements of the Master Plan 2020 for undergraduate medical education (Masterplan Medizinstudium 2020) with the curriculum's organization and structure, curricular content, assessment formats and student admission process. With its decentralized structure, BMM specifically addresses the social and health policy challenges facing rural regions of Brandenburg. This is the first curriculum that has taken on the improvement of healthcare in rural regions as its central aim.

Project description:Introduction: The German Council of Science and Humanities as well as a number of medical professional associations support the strengthening of scientific competences by developing longitudinal curricula for teaching scientific competences in the undergraduate medical education. The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) has also defined medical scientific skills as learning objectives in addition to the role of the scholar. The development of the Mannheim science curriculum started with a systematic inventory of the teaching of scientific competences in the Mannheim Reformed Curriculum of Medicine (MaReCuM). Methods: The inventory is based on the analysis of module profiles, teaching materials, surveys among experts, and verbatims from memory. Furthermore, science learning objectives were defined and prioritized, thus enabling the contents of the various courses to be assigned to the top three learning objectives. Results: The learning objectives systematic collection of information regarding the current state of research, critical assessment of scientific information and data sources, as well as presentation and discussion of the results of scientific studies are facilitated by various teaching courses from the first to the fifth year of undergraduate training. The review reveals a longitudinal science curriculum that has emerged implicitly. Future efforts must aim at eliminating redundancies and closing gaps; in addition, courses must be more closely aligned with each other, regarding both their contents and their timing, by means of a central coordination unit. Conclusion: The teaching of scientific thinking and working is a central component in the MaReCuM. The inventory and prioritization of science learning objectives form the basis for a structured ongoing development of the curriculum. An essential aspect here is the establishment of a central project team responsible for the planning, coordination, and review of these measures.

Project description:BackgroundContinuing professional development (CPD) activities delivered by simulation to independently practicing physicians are becoming increasingly popular. At present, the educational potential of such simulations is limited by the inability to create effective curricula for the CPD audience. In contrast to medical trainees, CPD activities lack pre-defined learning expectations and, instead, emphasize self-directed learning, which may not encompass true learning needs. We hypothesize that we could generate an interprofessional CPD simulation curriculum for practicing pediatric emergency medicine (PEM) physicians in a single-center tertiary care hospital using a deliberative approach combined with Kern's six-step method of curriculum development.MethodsFrom a comprehensive core list of 94 possible PEM clinical presentations and procedures, we generated an 18-scenario CPD simulation curriculum. We conducted a comprehensive perceived and unperceived needs assessment on topics to include, incorporating opinions of faculty PEM physicians, hospital leadership, interprofessional colleagues, and expert opinion on patient benefit, simulation feasibility, and value of simulating the case for learning. To systematically rank items while balancing the needs of all stakeholders, we used a prioritization matrix to generate objective "priority scores." These scores were used by CPD planners to deliberately determine the simulation curriculum contents.ResultsWe describe a novel three-step CPD simulation curriculum design method involving (1) systematic and deliberate needs assessment, (2) systematic prioritization, and (3) curriculum synthesis. Of practicing PEM physicians, 17/20 responded to the perceived learning needs survey, while 6/6 leaders responded to the unperceived needs assessment. These ranked data were input to a five-variable prioritization matrix generating priority scores. Based on local needs, the highest 18 scoring clinical presentations and procedures were selected for final inclusion in a PEM CPD simulation curriculum. An interim survey of PEM physician (21/24 respondents) opinions was collected, with 90% finding educational value with the curriculum. The curriculum includes items not identified by self-directed learning that PEM physicians thought should be included.ConclusionsWe highlight a novel methodology for PEM physicians that can be adapted by other specialities when designing their own CPD simulation curriculum. This methodology objectively considers and prioritizes the needs of practicing physicians and stakeholders involved in CPD.

Dataset Information

Reformed conventional curriculum promoting the professional interest orientation of students of medicine: JENOS.

Publications

Reformed conventional curriculum promoting the professional interest orientation of students of medicine: JENOS.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets