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Integrating patients into medical education.

ABSTRACT: UNLABELLED: The discussions about medical education in the public focus upon quantity. The quality of the teaching process isn't questioned. But the professionalization of medical education should start with a close look at bedside teaching because it is the core of training medical doctors. PATIENT-CENTERED TEACHING: German medical leicensure act (Approbationsordnung) defines the quality of medical education by standard setting for group sizes and fixing the hours of bedside teaching. Although there are some fuzzy definitions it is possible to extract some special forms of bedside teaching. The capacity act (Kapazitätsverordnung) interprets these definitions for calculating the number of students who could be enrolled each year. TYPES OF BEDSIDE TEACHING: The different forms of contact with patients which are necessary for a good medical education can be transformed into distinct types of courses. Our classification of courses with specific forms of patient contact is suitable to describe each German program of medical studies. This quantitative profile offers new opportunities for comparing medical education at the different faculties. DISCUSSION: In many German medical schools the hours of bedside teaching are allocated in a verv pragmatical way according to the medical leicensure act. A more professional curriculum planning leads to a sophisticated use of these diverse forms of patient-centered teaching. Because this professional planning is better derived from the legal basis it offers new arguments against an economically oriented hospital management.

SUBMITTER: Fischer V

PROVIDER: S-EPMC3296094 | biostudies-other | 2012

REPOSITORIES: biostudies-other

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Integrating patients into medical education.

Fischer Volkhard V

GMS Zeitschrift fur medizinische Ausbildung 20120215 1

The discussions about medical education in the public focus upon quantity. The quality of the teaching process isn't questioned. But the professionalization of medical education should start with a close look at bedside teaching because it is the core of training medical doctors. PATIENT-CENTERED TEACHING: German medical leicensure act (Approbationsordnung) defines the quality of medical education by standard setting for group sizes and fixing the hours of bedside teaching. Although there are so ...[more]

PMID: 22403598

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Project description:PurposeRadiation oncology is often overlooked in US medical school curricula, with few opportunities for most students to learn about the specialty or the value of radiation therapy in cancer care. Tumor boards represent a potential avenue not only to increase students' exposure to radiation oncologists but also to provide a fundamental understanding of the multidisciplinary nature of cancer care and effective collaboration in clinical practice.Methods and materialsIn this study, we evaluated a novel radiation oncologist-driven tumor board shadowing experience at 3 medical schools in the United States and Canada. A total of 323 first- and second-year medical students participated, of whom 77.4% completed a follow-up survey assessing the effectiveness of the program as a learning tool.ResultsCompared with traditional clinical shadowing, students were more likely to believe that tumor board shadowing provided a similar or better experience in terms of educational content (85%), exposure to a new field (96%), and overall experience (89%). Forty-eight percent of students perceived a greater amount of multidisciplinary collaboration in oncologic care than they thought existed prior to attending. Forty-eight percent of students also felt more competent interacting with oncologists after participating, whereas 21% felt more competent interacting with patients with cancer. Students' perception of increased competence was correlated with the amount of time their assigned physician mentor spent answering their questions after the tumor board (P < .01). Second-year medical students also had a more favorable overall experience than first-year medical students did (P = .04).ConclusionsMultidisciplinary tumor boards can be used effectively as a unique immersive learning opportunity that can be feasibly implemented to improve knowledge of clinical oncology and multidisciplinary care in medical schools and expose students to physicians in smaller fields such as radiation oncology.

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Integrating patients into medical education.

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Integrating patients into medical education.

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