DO WE NEED NEW MODELS OF TEACHING?

1. DO WE NEED NEW MODELS OF TEACHING? Manfred Maier Dept. of General PracticeMedical University of Vienna

2. CHARACTERISTICS OF TRADITIONAL MEDICAL CURRICULA • structured as sequence of disciplines • teaching content defined by the disciplines • cumulative growth of teaching content • examinations in each discipline (currently 23) • late patient contact (Vienna 4.year) • no reflection of the current health care system Dept. of General PracticeMedical University of Vienna

3. PROBLEMS WITH TRADITIONAL MEDICAL CURRICULA • no relevance to practice situations • overloaded with theory, cumulative factual knowledge • knowledge cannot be implemented in daily work • frequent and important problems not taught at all • basic medical education unsatisfactory • vocational training unsatisfactory Dept. of General PracticeMedical University of Vienna

4. Medical education will not change medical practice, medical practice will change medical education Georg Silver Dept. of General PracticeMedical University of Vienna

5. Dept. of General PracticeMedical University of Vienna

6. THE BLOCK-LINE-MODEL Theme 1 Theme 2 integrated themes: knowledge integrated assessment Morphology Function Diagnosis Therapy etc. Morphology Function Diagnosis Therapy etc. knowledge knowledge respective clinical examples: POL line-element: clinical skills Dept. of General PracticeMedical University of Vienna

7. Dept. of General PracticeMedical University of Vienna

8. PROFILE OF GRADUATES • knowledge and understanding • clinical skills • communicative competences • attitudes • professional competences Dept. of General PracticeMedical University of Vienna

9. PROFILE OF GRADUATES - EXCERPTS • knowledge and understanding ...detailed knowledge and understanding of frequent and urgent health problems or illnesses and concepts for their treatment • clinical skills ability to recognize and correctly judge emergency situations and to initiate first aid measures ability to propose a reasonable concept for treatment of frequent illnesses under hospital- and outpatient conditions Dept. of General PracticeMedical University of Vienna

10. BASIS FOR THE TEACHING CONTENTLIST OF DIAGNOSES • frequent and typical symptoms • illnesses/diagnoses/problems in primary health care and in hospitals (frequency > 0,25‰) • supplemented by conditions according to - frequency - urgency - exemplaricity Dept. of General PracticeMedical University of Vienna

11. ARGUMENTS FOR THE LIST OF DIAGNOSES • based on epidemiological data • guarantees relevant content • fulfils didactic requirements • helps to limit teaching content • supports importance of relevant content for all students (basic medical education) • selects content on a rational basis • supports integrated teaching and learning • does not support discipline oriented approach Dept. of General PracticeMedical University of Vienna

12. INCLUSION OF COMMUNITY BASED AMBULATORY CARE FACILITIES 1. section • block 1(orientation) • observation of various aspects of the occupation • block 6 („environment, family and society“) 2. section • several blocks (specific themes, frequent problems) 3. section • attachment to a GP practice once a week for one semester • elective Dept. of General PracticeMedical University of Vienna

13. GENERAL PRACTICE IN THE NEW CURRICULUM • sections 1-3 • special study module (SSM, training in science and research methodology) • clerkship – 4 weeks obligatory (among 24 weeks total) • diploma • thesis • final examination by faculty commission Dept. of General PracticeMedical University of Vienna

14. GENERAL PRACTICE AND THE NEW CURRICULUM • block – line – model • horizontal and vertical integration • teaching content based on epidemiological data from primary health care • GP contributes to each of 3 sections of the curriculum Dept. of General PracticeMedical University of Vienna

15. STILL PROBLEMS? • staff development (teaching, research) • hidden curriculum – driven by exams • exams / assessment in GP? (BME – PD – CME) • clinical electives, tutorials • medical universities – medical colleges • do we attract the best students? Dept. of General PracticeMedical University of Vienna

16. NEW MODELS? no, but we need • to have a good structure for what and how we teach • to aim at the best (learning, training, retraining) • to be omnipresent in exams / assessments with fair but difficult problems • to contribute to the goals of the university in teaching and research Dept. of General PracticeMedical University of Vienna

17. Die Studenten sollen Denken und nicht Gedanken lernen. K. Jaspers Dept. of General PracticeMedical University of Vienna

18. USEFUL LINKS • www.lcme.org Dept. of General PracticeMedical University of Vienna