The Medical Curricula at the Charit

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The Medical Curricula at the Charité -
Experiences and Developments

• Manfred Gross
• Charité Universitätsmedizin Berlin
• Dean of Student Affairs

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Content
A

• Experiences
• Reform- versus regular curriculum
• Other characteristics at the Charité
• Developments
• Model curriculum
• Bologna Process

1.
1.1
1.2
2.
2.1
2.2
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A
- Experiences -
1.
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Education

• Medical School

• Medicine, regular track 12 semesters, 6000
  students

• Medicine, reform track currently in its 7th
  year, 12 semesters, 300 students

• Dental School 10 semesters, 890 students

• School of Nursing Sciences 9-11 semesters, 440
  students

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Education

• Postgraduate Programs
• Biophysics (Master)
• International Health (Master)
• European Master in Nursing Science (Master)
• Consumer Health Care (Master)
• Medical Neurosciences (Master-MD/Ph.D.)
• Biostatistics (Master)
• Health and Society International Gender Studies
  Berlin (Master)
• Public Health (Master)
• Epidemiology (Master)
• Molecular Biology (MD/PhD-program in preparation)

• Benjamin Franklin Special CourseAdditional
  research programs for junior medical students

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How do we try to achieve excellence in education?

• Funds distributed on a performance based basis
  (evaluation
• by the students and the Deans office)
• Deans list and public internal ranking system
• Flexible funds and additional personnel based on
• established teaching excellence
• Collaboration with practice oriented partners
  in community
• hospitals and teaching practices
• Teaching awards
• Protected time for advanced teaching courses
  (master of medical education)
• Teaching the teacher-programs
• Close monitoring by internal education commission
  
• -50 students

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Experiences
A

• Charité is in Germany the faculty with
• the most parallel curricula in medicine (up to 4
  simultaneously)
• the first reform curriculum
• the most extended experiences in the reform of
  medical curricula
• most Erasmus-students
• the longest experiences in performance-orientated
  funding of education
• equivalent and transparent financing of education
• the most severe organizational challenges
  (medical faculty belonging to 2 universities,
  status after several merging processes, 4 campi)

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Reform-oriented medical education

• Charité has been the first German medical faculty
  to
• provide a program to evaluate the impact of
  problem based learning on teaching outcomes
• Reform track has been run in parallel with
  regular track
• Results Teaching outcomes and practical
  abilities slighly better in reform track
• The task design of a new model study program
  integrating the experience of the reform track
  with the implementation of Bologna?

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Internationalization of Medical Education

• International Projects Cooperations
• Internet-based Language Courses
• Summer Schools
• Collaboration with the German University in
  Cairo (GUC)
• Visiting Doctors Program
• Visiting scholar program(German Academic
  Exchange Service)

• Study Abroad Programs and Support
• European Exchane Program SOKRATES/ERASMUS
• Biomedical Sciences Exchange Program
• UNIBRAL, Program of the German Academic
  Exchange Service
• Partner universities all over the world
• Language courses
• Administrative support
• www.charite.de/chic

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European Cooperation Partners

• European Exchange ProgramSOKRATES/ERASMUS
• 92 Partner universities
• 190 Outgoing students per year
• 130 Incomings students per year

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International Cooperation Partners
Bilateral Cooperations worldwide student and
scientist exchange programs, joint projects
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A
- Reform vs. Regular Curriculum -
1.1
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Reform vs. Regular Curriculum
A

• Reform curriculum
• Started 1999
• Aim Answering the question whether a reform
  curriculum is able to educate real medical
  doctors
• New teaching format (PBL)
• No preclinical part
• no exam after two years
• Which elements of the reform- and regular
  curriculum proved to be very good and shall be
  transferred to the new model study?

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Regular vs. Reform curriculum
clinical
clinical
basic sciences
basic sciences
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Reform- vs. Regelstudiengang Reform- vs. Regelstudiengang Reform- vs. Regelstudiengang Reform- vs. Regelstudiengang
Reformstudiengang (RSM) Reformstudiengang (RSM) Regelstudiengang (RSG) Regelstudiengang (RSG)
Vorteile Nachteile Vorteile Nachteile
mehr Gestaltungsspielraum     weniger Gestaltungsspielraum
neue Lehrformate   UaK Lehrformate nach ÄAppO
fallbasiertes Lernen   systematisches Lernen  
Zusatzfinanzierung  Grundfinanzierung  
outcomebasiert     weniger gute Vorbereitung auf praktische Tätigkeit
kein Physikum viele Zwischenprüfungen   Physikum und viele Zwischenprüfungen
  schwacher Wissenschaftsblock starke Wissenschaftsblöcke  
Grundlagenfächer weniger stark repräsentiert     praktische Medizin weniger stark repräsentiert
stärkere Verschränkung von Klinik und Vorklinik     Trennung von Klinik und Vorklinik
höherer Anteil des Selbststudiums     geringerer Anteil des Selbststudiums
Studis können besser Fragen stellen     Studis werden zu spät selbständig
bessere kommunikative Fähigkeiten     schlechtere kommunikative Fähigkeiten
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Competences and skills

• Ability to
• diagnose, care for and treat patients purposeful
• support health and prevention
• work in social context
• think and act scientifically
• transmit knowledge
• lifelong learning
• medical decision making
• self appraisal, personality development and self
  care
• communication, interaction and team spirit

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Actual Reasons for a change
A

• Disadvantages in the Regular Curriculum
• Expiration of Funding of the Reform Curriculum
  

1.
2.
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A
Other characteristics of the education
at the Charité
1.2
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Training center for medical skills
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ZIELE- der Ausbildung zur Ärztin und zum Arzt -

• Ärztinnen und Ärzte
• mit Kenntnissen, Fähigkeiten und Fertigkeiten,
  die sie befähigen, in der hausärztlichen
  Versorgung tätig zu werden
• die wissenschaftlich denken und handeln
• die ethische, ökologische und ökonomische Aspekte
  der eigenen Tätigkeit erfassen und in ärztlichen
  Entscheidungen berücksichtigen
• die bereit und fähig sind, eigene Kompetenzen
  einzuschätzen und sich lebenslang fortzubilden

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(No Transcript)
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Other Elements

• New teaching formats
• PBL
• New examination formats
• OSCE
• PTM
• Simulation patientes
• Individual timetable
• Orientation units
• Computer cabinets
• ERASMUS
• Evaluation
• Students competitions
• Benjamin Franklin Kolleg
• Benjamin Franklin Contest
• ESC

• Admission procedure
• Assessment-Center
• Online examination
• Computer aided examinations
• Scholarships for MME
• Flexible funds and additional personnel based on
  established teaching excellence
• Awards for
• Best lectures
• eLearning
• Email-Accounts for all new Students
• VPN

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A
- Developments -
2.
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Merging of the two tracks
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• Aims
• One single curriculum
• new learning formats (e.g. PBL)
• Competency based
• Modules and case oriented learning
• Skills
• Combination of basic sciences and clinical part
• No exam after preclinical part
• eLearning

• Model curriculum

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Regular vs. Reform vs. Model curriculum
skills
competences
clinical
clinical
clinical
basic sciences
basic sciences
basic sciences
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- Bologna-Process -
2.1
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Central Aims of the Bologna process

• Down sizing
• Employability
• Mobility
• Internationalization

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Do we need the Bologna process in medical
education?
cons
A

• Final exam is accepted in all nations of the
• EU as license to practise
• Mobility of our students is already supported
  
• by the ERASMUS program
• Bachelor in medical sciences is a small
  doctor

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2.
2.
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Do we need the Bologna process in medical
education?
pros
A

• Down sizing is not possible
• In contrast to other curricula comfortable
  situation in medicine because
• there is a European regulation concerning the
  permission to practise as a medical doctor

1.
2.
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Do we need the Bologna process in medical
education?
pros
A

• Employability
• Transform the former preclinical curriculum
  (nearly without value) to a curriculum with a
  valuable final certificate from educational
  establishment
• Create new professions in the medical field, e.g.
• Medical coordinator
• Medical journalist
• Health care manager
• Possibility to combine the medical curriculum
  with other curricula

3.
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Model Curriculum
Internship
1
clinical
2
3
basic sciences
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Bologna-Process
1
Internship
2
Master
3
Bachelor
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Bologna-Process
1
Internship
M. of Public Health
M. of Health Society
M. of Molecular Medicine
M. of Neuro- sciences
M. of Epide- miology
M. of Inter- national Health
Master
2
3
Bachelor
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Bologna-Process
1
Internship
M. of Public Health
M. of Health Society
M. of Molecular Medicine
M. of Neuro- sciences
M. of Epide- miology
M. of Inter- national Health
Master
2
3
Bachelor
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Relations and interactions of the curricula
Epidemiology
Public Health
International Health
Nursing
Master of Medical Sciences
Health Society
Molecular medicine
Medical Neurosciences
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Do we need the Bologna process in medical
education?
pros
A

• Mobility and Internationalization
• Modules, e.g. Cell, Blood, Circulation,
  Lung..
• Modules as smallest senseful teaching units and
  as the lowest common denominator

4.
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Internationalization
Deutschland
Irland
Griechenland
Italien
Lettland
Litauen
Dänemark
Luxemburg

• Dual or multiple (multilingual) degree
• Complete medical education with licence to
  practise as a doctor in all nations of the EU
  plus at least
• level one language abilities in 2 languages
• 2 national medical vocabularies
• Knowledge of 2 national health care systems
• Periods of practical training in 2 countries

Bulgarien

Malta
Estland
Niederlande
Belgien
Österreich
Finnland
Portugal
Rumänien
Schweden
Slowakei
Slowenien
Spanien
Tschechische Republik
Frankreich
Vereinigtes Königreich
Zypern
Polen
Ungarn
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Tschüss
danke
Servus
Ende
merci
the end