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In this paper we present our 5-year-experience with a large-scale mentoring program for undergraduate medical students at the Ludwig Maximilians-Universität Munich (LMU). We implemented a two-tiered program with a peer-mentoring concept for preclinical students and a 1:1-mentoring concept for clinical students aided by a fully automated online-based matching algorithm. Approximately 20-30% of each student cohort participates in our voluntary mentoring program. Defining ideal program evaluation strategies, recruiting mentors from beyond the academic environment and accounting for the mentoring network reality remain challenging. We conclude that a two-tiered program is well accepted by students and faculty. In addition the online-based matching seems to be effective for large-scale mentoring programs.

[english] Objectives: Amended in 2013, the current version of the German Medical Licensure Regulation contains structural specifications that are also required of non-university institutions involved in Practical Year clinical training. The criteria are worded in relatively general terms. Furthermore, not all of the structural specifications can be readily applied to every subject area. In order to ensure commensurability in Practical Year instruction in Germany, not least in light of recently introduced Practical Year mobility, it is necessary to define consistent quality criteria for Practical Year training. The authors therefore propose a catalogue of criteria for the quality management process in Practical Year instruction facilities.Methods: In January 2014, the board of directors of the German Society for Medical Education decided to establish a committee comprised of representatives from various German medical faculties. In a process similar to the Delphi methodology, the group developed criteria for structure, process and outcome quality in Practical Year training in Germany.Results: The criteria developed for structure, process and outcome quality apply to Practical Year training in academic teaching hospitals and university medical centres. Furthermore, modalities for review are proposed. Conclusions: The present catalogue of criteria is intended to contribute to the formation of a basis for the most consistent quality standards possible for Practical Year instruction in Germany.

[english] Background: The vogue of social media has changed interpersonal communication as well as learning and teaching opportunities in medical education. The most popular social media tool is Facebook. Its features provide potentially useful support for the education of medical students but it also means that some new challenges will have to be faced. Aims: This review aimed to find out how Facebook has been integrated into medical education. A systematical review of the current literature and grade of evidence is provided, research gaps are identified, links to prior reviews are drawn and implications for the future are discussed.Method: The authors searched six databases. Inclusion criteria were defined and the authors independently reviewed the search results. The key information of the articles included was methodically abstracted and coded, synthesized and discussed in the categories study design, study participants’phase of medical education and study content.Results: 16 articles met all inclusion criteria. 45-96% of health care professionals in all phases of their medical education have a Facebook profile. Most studies focused on Facebook and digital professionalism. Unprofessional behavior and privacy violations occurred in 0.02% to 16%. In terms of learning and teaching environment, Facebook is well accepted by medical students. It is used to prepare for exams, share online material, discuss clinical cases, organize face-to-face sessions and exchange information on clerkships. A few educational materials to teach Facebook professionalism were positively evaluated. There seems to be no conclusive evidence as to whether medical students benefit from Facebook as a learning environment on higher competence levels.Discussion: Facebook influences a myriad of aspects of health care professionals, particularly at undergraduate and graduate level in medical education. Despite an increasing number of interventions, there is a lack of conclusive evidence in terms of its educational effectiveness. Furthermore, we suggest that digital professionalism be integrated in established and emerging competency-based catalogues.

[english] Objectives: Medical education is gaining in significance internationally. A growing interest in the field has been observed in German-speaking countries (Austria, Germany, Switzerland) since the early 2000s. This interest is not, however, reflected in an increase in the number of publications on medical education of German-speaking authors in international professional journals. The following investigation examines the potential use of active participant numbers of German-speaking researchers at AMEE conferences as a means of measuring said development. Methods: The AMEE conference proceedings from the categories and from the years 2005-2013 were examined for evidence of Austrian, German and Swiss participation. The abstracts were subsequently analysed in terms of content and categorised according to , and .Results: Of the 9,446 analysed abstracts, 549 contributions show at least one first, last or co-author from Austria, Germany or Switzerland. The absolute number of contributions per conference varied between 44 in 2010 and 77 in 2013. The percentage fluctuated between 10% in 2005 and 4.1% in 2010. From the year 2010 onwards, however, participation increased continually. The research was predominantly descriptive (62.7%). Studies on fundamental questions of teaching and learning () were less frequent (4.0%). For the most part, quantitative methods (51.9%) were implemented in addressing subjects such as (33%), (22.4%) or (14.4%). The study population was usually comprised of students (52.5%).Conclusions: The number of contributions from Austria, Germany and Switzerland peak at the beginning and at the end of the evaluated period of time. A continual increase in active participation since 2005 was not observed. These observations do not reflect the actual increase of interest in medical education research in German-speaking countries.

[english] Objectives: As a fundamental element of medical practice, clinical reasoning should be cultivated in courses of study in human medicine. To date, however, no conclusive evidence has been offered as to what forms of teaching and learning are most effective in achieving this goal. The Diagnostic Thinking Inventory (DTI) was developed as a means of measuring knowledge-unrelated components of clinical reasoning. The present pilot study examines the adequacy of this instrument in measuring differences in the clinical reasoning of students in varying stages of education in three curricula of medical studies. Methods: The Diagnostic Thinking Inventory (DTI) comprises 41 items in two subscales (“Flexibility in Thinking” and “Structure of Knowledge in Memory”). Each item contains a statement or finding concerning clinical reasoning in the form of a stem under which a 6-point scale presents opposing conclusions. The subjects are asked to assess their clinical thinking within this range. The German-language version of the DTI was completed by 247 student volunteers from three schools and varying clinical semesters. In a quasi-experimental design, 219 subjects from traditional and model courses of study in the German state of North Rhine-Westphalia took part. Specifically, these were 5, 6 and 8 semester students from the model course of study at Witten/Herdecke University (W/HU), from the model (7 and 9 semester) and traditional (7 semester) courses of study at the Ruhr University Bochum (RUB) and from the model course of study (9 semester) at the University of Cologne (UoC). The data retrieved were quantitatively assessed.Results: The reliability of the questionnaire in its entirety was good (Cronbach’s alpha between 0.71 and 0.83); the reliability of the subscales ranged between 0.49 and 0.75. The different groups were compared using the Mann-Whitney test, revealing significant differences among semester cohorts within a school as well as between students from similar academic years in different schools. Among the participants from the model course of study at the W/HU, scores increased from the 5 to the 6 semester and from the 5 to the 9 semester. Among individual cohorts at RUB, no differences could be established between model and traditional courses of study or between 7 and 9 semester students in model courses of study. Comparing all participating highest semester students, the 8 semester participants from the W/HU achieved the highest scores – significantly higher than those of 9 semester RUB students or 9 semester UoC students. Scores from the RUB 9 semester participants were significantly higher than those of the 9 semester UoC participants.Discussion: The German-language version of the DTI measures self-assessed differences in diagnostic reasoning among students from various semesters and different model and traditional courses of study with satisfactory reliability. The results can be used for discussion in the context of diverse curricula. The DTI is therefore appropriate for further research that can then be correlated with the different teaching method characteristics and outcomes of various curricula.

[english] Objective: The selection of a future medical specialty is a challenge all medical students face during the course of their studies. Students can choose from more than sixty specialties after graduation. There is usually no structured career counselling program available at German medical faculties. So far only little data on acceptance, formats and effects of different career counselling programs are available.The aim of this study is to describe an innovative format of career counselling for medical students including its evaluation of acceptance and its possible influence on medical specialty preferences. Methods: The need for career counselling became evident after the analysis of mentor-mentee conversations held within the mentoring program of our medical faculty, an online-based survey, an ad-hoc focus group and a pilot event. Panel discussions as an interactive format of presenting related medical specialties were developed and hence held four times under the name “FacharztDuell”. Students evaluated all events separately with a questionnaire and changes in medical specialty choice preferences were documented using an Audience-Response-System (ARS). The FacharztDuell is organized regularly and supported by faculty teaching funds. Results: Among the student body FacharztDuell was well accepted (an average of 300 participants/event) and rated (average grade of 1.8 (SD= 0.7, 1=very good, 6=unsatisfactory, n=424). On average, 77.8% of the participating students considered the FacharztDuell to be a decision support for their future selection of a specialty. Up to 12% of the students changed their medical specialty choice preference throughout the event. Conclusion: FacharztDuell was well accepted by medical students of all semesters and seems to be supportive for their selection of a future medical specialty. However, longitudinal studies are necessary to better understand the decision making process of medical students along their career path.The FacharztDuell is easily transferrable to other faculties with respect to organization, staff and technical resources.

[english] Objective: Germany is witnessing an increasing shortage of general practitioners (GPs). The aim was to determine predictors of the job-related motivation of medical students of three medical faculties with different institutionalisation of general practice as an academic discipline.Methods: Medical students were surveyed with a standardised questionnaire about their attitudes towards general practice and their motivation to work as a GP in different working conditions. Predictors for positive attitudes and motivation were calculated using logistic regression models.Results: 940 (15.2%) out of 6182 medical students from three Bavarian medical faculties participated in an online survey. 585 (62.7%) were female, and the average age was 25.0 (standard deviation 3.7). The average grade of a university-entrance diploma was 1.6 (standard deviation 0.5). 718 (76.4%) could imagine working as a GP. However, they favoured being employed within another organisation and not having their own private practice (65.5% vs. 35.1%). “Presence of a professorship of general practice” was associated with a positive attitude towards general practice (OR 1.57; 95%CI 1.13-2.417). Motivation for working as a GP was associated with “being female” (OR 2.56; 95%CI 1.80-3.56) and “presence of a professorship of general practice” (OR 1.68; 95%CI 1.14-2.46). Having a lower grade for one’s university-entrance diploma was associated with a higher preference to work in one’s own practice (OR 1.39; 95%CI 1.02-1.90).Conclusion: A high amount of medical students were open-minded towards general practice. However, they favoured employment within an organization over working in their own practice. Institutionalisation of general practice as an academic discipline might be of importance to gain positive attitudes towards general practice and motivate medical students to work as a GP.[german] Zielsetzung: Der zunehmende Hausärztemangel wird immer mehr zu einem realen Versorgungsproblem. Ziel war es, an drei Universitäten mit unterschiedlichem Grad der Institutionalisierung des Fachs Allgemeinmedizin Einflussfaktoren zu ermitteln, die die Motivation für eine spätere hausärztliche Tätigkeit begünstigen. Methodik: In einem standardisierten Fragebogen wurde die Haltung gegenüber dem Fach Allgemeinmedizin und die Bereitschaft zur Niederlassung in eigener hausärztlicher Praxis bzw. Motivation zur Arbeit in Anstellungsverhältnissen erfasst. Einflussfaktoren auf Haltung und Motivation für eine spätere hausärztliche Tätigkeit wurden mittels binär logistischer Regression berechnet.Ergebnisse: 940 (15,2%) Studierende von insgesamt 6182 Studierenden aus drei bayerischen Universitäten (Erlangen, LMU und TUM) haben sich an einer internetbasierten Umfrage beteiligt. 585 (62,7%) waren weiblich. Das Durchschnittsalter betrug 25,0 Jahre (Standardabweichung 3,7). Die durchschnittliche Abiturnote war 1,6 (Standardabweichung 0,5). 718 (76%) der Studierenden könnten sich eine hausärztliche Arbeit vorstellen, wobei die Anstellung der Selbstständigkeit vorgezogen wird (65,5 vs. 35,1%). Für die wertschätzende Haltung gegenüber der Allgemeinmedizin zeigt sich die „Existenz eines Lehrstuhls“ als stärkster Prädiktor (OR 1,57; 95%CI 1,13-2,417). Die stärksten Prädiktoren für die Motivation zu einer späteren hausärztlichen Tätigkeit sind „weibliches Geschlecht“ (OR 2,56; 95%CI 1,80-3,56) und die „Existenz eines Lehrstuhls“ (OR 1,68; 95%CI 1,14-2,46). Eine weniger gute Abiturnote war mit einer höheren Bereitschaft zur Selbständigkeit assoziiert (OR 1.39; 95%CI 1.02-1.90).Schlussfolgerung: Diese Studie zeigt, dass durchaus viele Studierenden gegenüber einer hausärztlichen Tätigkeit aufgeschlossen sind, allerdings präferenziell im Angestelltenverhältnis und nicht in selbstständiger Niederlassung. Eine Institutionalisierung der Allgemeinmedizin scheint bedeutsam zu sein für eine positive Einstellung zum Fach und zur Motivation für eine spätere hausärztliche Tätigkeit.

[english] Background: Effective team performance is essential in the delivery of high-quality health-care. Leadership skills therefore are an important part of physicians’ everyday clinical life. To date, the development of leadership skills are underrepresented in medical curricula. Appropriate training methods for equipping doctors with these leadership skills are highly desirable. Objective: The review aims to summarize the findings in the current literature regarding training in leadership skills in medicine and tries to integrate the findings to guide future research and training development. Method: The PubMED, ERIC, and PsycArticles, PsycINFO, PSYNDEX and Academic search complete of EBSCOhost were searched for in German and English. Relevant articles were identified and findings were integrated and consolidated regarding the leadership principles, target group of training and number of participants, temporal resources of the training, training content and methods, the evaluation design and trainings effects. Results: Eight studies met all inclusion criteria and no exclusion criteria. The range of training programs is very broad and leadership skill components are diverse. Training designs implied theoretical reflections of leadership phenomena as well as discussions of case studies from practice. The duration of training ranged from several hours to years. Reactions of participants to trainings were positive, yet no behavioral changes through training were examined. Conclusions: More research is needed to understand the factors critical to success in the development of leadership skills in medical education and to adapt goal-oriented training methods. Requirements analysis might help to gain knowledge about the nature of leadership skills in medicine. The authors propose a stronger focus on behavioral training methods like simulation-based training for leadership skills in medical education.[german] Hintergrund: Eine effektive Zusammenarbeit in Teams ist eine wichtige Voraussetzung für qualitativ hochwertige Versorgung im Gesundheitswesen. In diesem Zusammenhang spielen auch Führungskompetenzen von Ärztinnen und Ärzten im klinischen Alltag eine wichtige Rolle. Bisher wurde die Entwicklung von Führungskompetenzen in medizinischen Curricula in der Aus- und Weiterbildung von Ärztinnen und Ärzten jedoch kaum systematisch abgebildet. Die Entwicklung adäquater und effektiver Trainingsmethoden für die Vermittlung von Führungskompetenzen ist daher wünschenswert. Ziel: Das Review soll vorliegende Ergebnisse der Literatur zu Trainings von Führungskompetenzen in der Medizin zusammenfassen und integrieren, um zukünftige Forschung und Trainingsentwicklung anzuregen. Methode: Die Datenbanken PubMED, ERIC, PsycArticles, PsycINFO, PSYNDEX und dem Academic search complete durch EBSCOhost wurden auf Deutsch und Englisch nach Trainings von Führungskompetenzen in der Medizin durchsucht. Relevante Artikel wurden identifiziert und die Studienergebnisse hinsichtlich des zugrundeliegenden Führungsverständnisses, der Zielgruppe und Teilnehmeranzahl, der zeitlichen Ressourcen, sowie der Inhalte und Methoden des Trainings, des Evaluationsdesigns und der berichteten Trainingseffekte zusammengefasst. Ergebnisse: Auf acht Studien trafen alle Einschluss- und kein Ausschlusskriterium zu. Die Trainings selbst sowie die thematisierten Führungskompetenzen differenzieren jedoch stark voneinander. Die Trainingsdesigns beinhalten im Schwerpunkt die theoretische Auseinandersetzung mit dem Thema Führung sowie die Diskussion von Fallstudien aus der Praxis. Die Dauer der Trainings reicht von mehrstündigen bis hin zu mehrjährigen Veranstaltungen. Die selbst eingeschätzte Reaktion der Teilnehmer auf alle Trainings war positiv; es fand jedoch bisher keine systematische Überprüfung des Trainingserfolgs in Bezug auf konkrete Verhaltensänderungen der Teilnehmer statt.Schlussfolgerungen: Es bedarf weiterer Forschung, um die Erfolgsfaktoren für die Vermittlung von Führungskompetenzen in der medizinischen Aus- und Weiterbildung zu verstehen und die Trainingsmethoden gezielt anzupassen. Anforderungsanalysen könnten helfen, Führungskompetenzen in der Medizin besser zu erfassen. Weiterhin schlagen die Autoren vor, den Fokus zukünftig mehr auf verhaltensnahe Trainingsmethoden wie simulationsbasierte Trainings zu legen.

[english] The German graduate medical education system is going through an important phase of changes. Besides the ongoing reform of the national guidelines for graduate medical education (Musterweiterbildungsordnung), other factors like societal and demographic changes, health and research policy reforms also play a central role for the future and competitiveness of graduate medical education.With this position paper, the committee on graduate medical education of the Society for Medical Education (GMA) would like to point out some central questions for this process and support the current discourse.As an interprofessional and interdisciplinary scientific society, the GMA has the resources to contribute in a meaningful way to an evidence-based and future-oriented graduate medical education strategy.In this position paper, we use four key questions with regards to educational goals, quality assurance, teaching competence and policy requirements to address the core issues for the future of graduate medical education in Germany. The GMA sees its task in contributing to the necessary reform processes as the only German speaking scientific society in the field of medical education.[german] Die ärztliche Weiterbildung in Deutschland befindet sich im Umbruch. Neben der aktuellen Reform der Musterweiterbildungsordnung spielen gesellschaftliche, demographische, gesundheits- und forschungspolitische Faktoren eine wichtige Rolle für die Zukunft und Konkurrenzfähigkeit der ärztlichen Weiterbildung.Der Ausschuss für Weiterbildung der Gesellschaft für Medizinische Ausbildung (GMA) möchte mit diesem Positionspapier auf zentrale Fragen in diesem Prozess aufmerksam machen und Impulse für den aktuellen Diskurs geben.Dabei kann die GMA als interdisziplinäre und interprofessionelle Fachgesellschaft wichtige Beiträge zu einer evidenzbasierten und zukunftsorientierten Weiterbildungsstrategie liefern.Im vorliegenden Papier werden anhand von vier Leitfragen zu Weiterbildungszielen, Qualitätssicherung, Kompetenzvermittlung und gesundheitspolitischen Rahmenbedingungen die wesentlichen Punkte für die Zukunft der medizinischen Weiterbildung in Deutschland angesprochen. Die GMA sieht ihre Aufgabe darin, die Weiterbildungsreform als medizindidaktische Fachgesellschaft mit zu gestalten.

[english] Introduction: Informal and formal lifelong learning is essential at university and in the workplace. Apart from classical learning techniques, Web 2.0 tools can be used. It is controversial whether there is a so-called net generation amongst people under 30.Aims: To test the hypothesis that a net generation among students and young veterinarians exists.Methods: An online survey of students and veterinarians was conducted in the German-speaking countries which was advertised via online media and traditional print media.Results: 1780 people took part in the survey. Students and veterinarians have different usage patterns regarding social networks (91.9% vs. 69%) and IM (55.9% vs. 24.5%). All tools were predominantly used passively and in private, to a lesser extent also professionally and for studying.Outlook: The use of Web 2.0 tools is useful, however, teaching information and media skills, preparing codes of conduct for the internet and verification of user generated content is essential.[german] Einleitung: Informelles und formelles lebenslanges Lernen ist im Studium und Beruf essenziell. Dazu können neben der klassischen Fortbildung auch Web 2.0 Tools benutzt werden. Umstritten in der Literatur ist allerdings, ob es unter den „Unter 30 Jährigen“ eine sogenannte Net-Generation gibt. Ziel: Überprüfung der Hypothese, dass eine Net-Generation unter Studierenden und jungen Tierärzten existiert. Methode: Eine Onlineumfrage unter Studierenden und der Tierärzteschaft wurde im deutschsprachigen Raum durchgeführt, die per Onlinemedien und klassischen Printmedien beworben wurde.Ergebnisse: An der Befragung haben 1780 Personen teilgenommen. Es gibt unterschiedliches Nutzungsverhalten von Studierenden und der Tierärzteschaft bei sozialen Netzwerken (91,9% vs. 69%) und IMs (55,9% vs. 24,5%). Alle Tools wurden hauptsächlich passiv und privat genutzt, im geringeren Maße auch für den Beruf und das Studium.Ausblick: Der Einsatz von Web 2.0 Tools ist sinnvoll, jedoch ist eine Vermittlung von Informations- und Medienkompetenz, Erstellung von Verhaltensregeln im Internet und Überprüfung von „user generated content“ essentiell.

[english] There is not a lot of data available yet in which way Serious Games are integrated in medical education. A lot of different opinions and concepts are discussed concerning in which way Serious Games can be effectively integrated in the medical curriculum. In this article we developed criteria for the implementation of Serious Games for Health in the medical education. 29 Serious Games for Health were tested to their applica for undergraduate medical education. Six games seem to be suitable to be integrated into the medical curriculum.[german] Es liegen bisher wenig Daten und unterschiedliche Ansichten vor, ob und im welchem Ausmaß Serious Games in der medizinischen Ausbildung eingesetzt werden, und es herrschen ebenfalls unterschiedliche Ansätze und Meinungen darüber, welche Spiele geeignet sind, in das bestehende medizinische Curriculum integriert zu werden , , , , . In diesem Beitrag werden Kriterien für die Auswahl und den Einsatz von Computerspielen in der medizinischen Ausbildung entwickelt und angewandt. 29 Serious Games for Health (Spiele im gesundheitlichen Themenbereich) wurden anhand dieser Kriterien auf ihre Eignung zur Ausbildung von Ärzten getestet. Von den 29 Spielen erscheinen sechs geeignet, um in das medizinische Curriculum integriert zu werden.

Often, research on the efficacy of postsecondary workforce programs does not convey their impact on true social mobility. The purpose of this study is to investigate project-based Career and Technical Education (CTE) workforce pathways in Silicon Valley. This study takes a step towards better understanding what constitutes the metrics that explain functioning pathways. In contributing to Project-Based Learning (PBL) theory, Amaral et al. (2015) found that seven PBL essentials form good learning outcomes; Creghan and Adair-Creghan (2015) then showed a measurable outcome of PBL is higher attendance, to which Plasman and Gottfried (2020), using a case of Applied STEM CTE (AS-CTE), framed attendance as a predictor of the efficacy of a workforce pathway. Recommendation: Through ethnography, the investigators observed that when social mobility was added as a metric of high quality PBL with AS-CTE in a predictive ontology framework of education success, an improved level of attendance was observed. The authors conclude that using the seven essentials and social mobility as a metric of PBL helps explain the observation of PBL's improved efficacy. Hence, social mobility should be a metric of PBL AS-CTE program outcomes.

[english] Aims: Evaluation of the effectiveness of clinical teaching is an important contribution for the quality control of medical teaching. This should be evaluated using a reliable instrument in order to be able to both gauge the status quo and the effects of instruction. In the Stanford Faculty Development Program (SFDP), seven categories have proven to be appropriate: Since 1998, the SFDP26 questionnaire has established itself as an evaluation tool in English speaking countries. To date there is no equivalent German-language questionnaire available which evaluates the overall effectiveness of teaching.Question: Methods: 19 anaesthetists (7 female, 12 male) from the University of Lübeck were evaluated at the end of a teaching seminar on emergency medical care using SFDP-German. The sample consisted of 173 medical students (119 female (68.8%) and 54 male (31.2%), mostly from the fifth semester (6.6%) and sixth semester (80.3%). The mean age of the students was 23±3 years. Results: The discriminatory power of all items ranged between good and excellent (r=0.48-0.75). All subscales displayed good internal consistency (α=0.69-0.92) and significant positive inter-scale correlations (r=0.40-0.70). The subscales and “overall effectiveness of teaching” showed significant correlation, with the highest correlation for the subscale “communication of goals (p< 0.001; r = 0.61).Conclusion: The analysis of SFDP26-German confirms high internal consistency. Future research should investigate the effectiveness of the individual categories on the overall effectiveness of teaching and validate according to external criteria. [german] Zielsetzung: Die Evaluation klinischer Lehrkompetenz ist ein wichtiger Beitrag zur Qualitätssicherung medizinischer Lehrveranstaltungen. Die Evaluation sollte mit einem verlässlichen Instrument durchgeführt werden, um Status quo sowie Effekte von medizindidaktischen Schulungsmaßnahmen beurteilen zu können. Im „Stanford Faculty Development Program“ (SFDP) haben sich folgende Aspekte als sinnvoll erwiesen: Als Evaluationsinstrument ist seit 1998 der Fragebogen „SFDP26“ im englischsprachigen Raum zur Erfassung dieser Kategorien etabliert. Bisher existiert kein gleichwertiges deutschsprachiges Instrument zur Überprüfung von Lehrkompetenz im klinischen Kontext.Fragestellung: Methodik: 19 Ärzte (w=7, m=12) der Klinik für Anästhesiologie an der Universität zu Lübeck wurden am Ende ihrer Lehrveranstaltungen zur Notfallmedizin durch Studierende mittels SFDP26-German evaluiert. Die Stichprobe setzte sich aus 173 Medizinstudierenden (w=119, bzw. 68.8%; m=54, 31.2%) des überwiegend fünften (6.6%) und sechsten Fachsemesters (80.3%) zusammen. Das durchschnittliche Alter der Studierenden betrug 23±3 Jahre. Ergebnisse: Die Trennschärfen der Items lagen alle in einem guten bis sehr guten Bereich (r=0.48-0.75). Alle Subskalen zeigten gute interne Konsistenzen (α=0.69-0.92) sowie signifikante positive Korrelationen (r=0.40-0.70) untereinander. Subskalen und „Gesamtlehreffektivität“ korrelierten signifikant (p

[english] The current challenges of educational policy seem to be associated to changes of the health care system, to counteract concerns regarding the lack of physicians, supply shortage and migration of specialists. Therefore, expectations, wishes and concerns relevant to the anticipated everyday life as a physician of medical students at the Witten/Herdecke University (UWH) were acquired with an online questionnaire. Useful for a direct comparison the results of the online survey ‘Medical Study and Future’ throughout Germany have been used. Findings from this survey are common characteristics regarding the choice of the profession and planning of an establishment as a general practitioner and clear differences in reflecting on future issues in the occupational field.[german] Die aktuellen bildungspolitischen Herausforderungen scheinen sich als direkte Reaktion auf Änderungen im Gesundheitssystem zu manifestieren, um den Befürchtungen von Ärztemangel, Versorgungsengpass und Abwanderung von qualifizierten Fachärzten entgegen zu wirken. Deshalb wurden mit einer Online-Befragung die Erwartungen, Wünsche und Befürchtungen von Wittener Medizinstudierenden bzgl. des antizipierten beruflichen Alltags als Ärztin oder Arzt erfasst. Zum direkten Vergleich standen die Ergebnisse einer bundesweiten Online-Umfrage zur Zukunft von Medizinstudierenden zur Verfügung. Dabei zeigen sich Gemeinsamkeiten zwischen den beiden Gruppen bzgl. der angestrebten Fachrichtung und der Planung einer Niederlassung, aber auch deutliche Unterschiede in der Einschätzung zukünftiger beruflicher Problemfelder.

[english] Purpose: Mentoring plays an important role in students' performance and career. The authors of this study assessed the need for mentoring among medical students and established a novel large-scale mentoring program at Ludwig-Maximilians-University (LMU) Munich School of Medicine.Methods: Needs assessment was conducted using a survey distributed to all students at the medical school (n=578 of 4,109 students, return rate 14.1%). In addition, the authors held focus groups with selected medical students (n=24) and faculty physicians (n=22). All students signing up for the individual mentoring completed a survey addressing their expectations (n=534).Results: Needs assessment revealed that 83% of medical students expressed overall satisfaction with the teaching at LMU. In contrast, only 36.5% were satisfied with how the faculty supports their individual professional development and 86% of students voiced a desire for more personal and professional support. When asked to define the role of a mentor, 55.6% "very much" wanted their mentors to act as counselors, arrange contacts for them (36.4%), and provide ideas for professional development (28.1%). Topics that future mentees "very much" wished to discuss included research (56.6%), final year electives (55.8%) and experiences abroad (45.5%).Conclusions: Based on the strong desire for mentoring among medical students, the authors developed a novel two-tiered system that introduces one-to-one mentoring for students in their clinical years and offers society-based peer mentoring for pre-clinical students. One year after launching the program, more than 300 clinical students had experienced one-to-one mentoring and 1,503 students and physicians were involved in peer mentoring societies.[german] Hintergrund: Mentoring ist eine wichtige Stütze in der Karriere von Studierenden. In der vorliegenden Untersuchung dokumentieren wir den Mentoring-Bedarf der Medizinstudierenden an der Medizinischen Fakultät der Ludwig-Maximilians-Universität München (LMU) und beschreiben die Einführung eines innovativen, umfassenden Mentorenprogramms.Methoden: Die Bedarfsanalyse wurde durch eine an alle Medizinstudierenden der Medizinischen Fakultät gerichtete Online-Umfrage durchgeführt (n=578 von 4.109 Studenten, Rücklauf 14,1%). Außerdem führten wir Fokusgruppen mit Medizinstudenten (n=24) und ärztlichem Personal (n=22) durch. Schließlich wurden alle Studierenden, die sich für das individuelle Mentorenprogramm interessierten, zu ihren Erwartungen befragt (n=534).Ergebnisse: 83% der Medizinstudierenden äußerten Zufriedenheit mit dem aktuellen Münchener Curriculum. Im Gegensatz dazu fühlten sich nur 36.5% der Studierenden unserer großen Fakultät ausreichend im Studium betreut, und 86% der Studierenden äußerten den Wunsch nach mehr Betreuung. Die Rolle ihres Mentors wünschten sich 55.6% "sehr" als Berater, Kontaktvermittler (36.4%) und Ideenlieferant (28.1%). Die Themen, die angehende Mentees im Vorfeld "sehr" mit ihren Mentoren besprechen wollten, waren die Doktorarbeit (56.6%), das Praktische Jahr (55.8%) und Auslandsaufenthalte (45.5%).Schlussfolgerungen: Wir haben anhand der Erkenntnisse unserer Bedarfsanalyse ein innovatives, zweigleisiges Konzept entworfen, das aus einem beliebig skalierbaren individuellen Mentorenprogramm für Studierende in klinischen Semestern und einem Peer Mentoring-Programm für sämtliche Medizinstudierende unserer Fakultät besteht. Ein Jahr nach der Initiierung des Programms haben über 300 Studierende im klinischen Studienabschnitt einen individuellen Mentor aus der Fakultät ausgewählt und 1.503 Studierende und Ärzte nahmen am Peer Mentoring teil.

[english] Aims: The Medical Curriculum Munich (MeCuM) has been implemented since 2004 and was completely established in 2007. In this study the clinical part of MeCuM was evaluated with respect to retention of the knowledge in internal medicine (learning objectives of the 6th/7th semester). Methods: In summer of 2009 and winter of 2009/2010 1065 students participated in the Progress Test Medizin (PTM) from Charité Medical School Berlin. Additionally the students answered a questionnaire regarding the acceptance and rating of the progress test and basic demographic data. Results: The knowledge of internal medicine continuously increases during the clinical part of the medical curriculum in Munich. However, significant differences between the sub-disciplines of internal medicine could be observed. The overall acceptance of the PTM was high and increased further with the study progress. Interestingly, practical experiences like clinical clerkships positively influenced the test score. Conclusions: The PTM is a useful tool for the evaluation of knowledge retention in a specific curriculum. [german] Zielsetzung: Das Medizinische Curriculum München (MeCuM) wurde seit 2004 implementiert. Seit 2007 ist MeCuM im klinischen Studienabschnitt voll etabliert (Ende der Übergangsregelungen). Aktuell sollte MeCuM bezüglich der Nachhaltigkeit des im Modul 2 „Konservative Medizin“ (6./7. Semester) vermittelten Wissens evaluiert werden.Methodik: Im Sommersemester 2009 und Wintersemester 2009/2010 absolvierten 1065 Studierende den Progress Test Medizin (PTM). Zusätzlich beantworteten die Studierenden einen Fragebogen zur Akzeptanz und Bewertung des PTM sowie zu demographischen Basisdaten.Ergebnisse: Das Wissen „Konservative Medizin“ nimmt im klinischen Studienabschnitt kontinuierlich zu, wobei sich deutliche Unterschiede in den internistischen Subdisziplinen zeigen. Die Akzeptanz des PTM ist sehr hoch und nimmt im Studienverlauf zu. Praktische Erfahrungen (Famulatur) beeinflussen das Testergebnis signifikant.Schlussfolgerung: Mit dem PTM kann die Nachhaltigkeit erworbenen Wissens im Verlauf eines klinischen Curriculums evaluiert werden.

[english] Background: Epidemiologic health data show an increased incidence of psychosomatic disorders in medical doctors and undergraduate medical students as compared with the general public. There is little knowledge about students’ self-assessment of needs with respect to preventive health-promoting interventions.Objectives: Analysis of the psychosocial health resources and risk patterns of medical students at different times throughout their studies. Analysis of students’ self-assessment of psychosocial health-promoting interventional needs.Design: Cross-sectional study of three student cohorts at the beginning, middle, and end of their studies with a student-adapted “Pattern of work-related coping behavior” (AVEM) questionnaire.Participants: Students at the beginning, middle, and near the end of their studies (corresponding mainly to the second, fifth, and tenth semester) at Wurzburg Medical School (N = 360) in Germany.Results: In the beginning 39.1% of the medical school students show a healthy behavioral pattern. The rate decreases to 30.5% in the middle cohort, down to 18.3% at the end of medical school, while burnout patterns marked by lack of ambition and resignation rise from 44.0% at the beginning of studies, to 55.9% at the middle, and up to 65.2% at the end of medical school. There are significant gender differences: Male students rate higher in “career ambition” and “significance of work”, have less “tendency toward resignation”, and score higher in “balance and mental stability”. Female students experience significantly more “social support”.There is a high self-estimated need for supportive interventions: When asked “What preventive interventions should the university offer?”, 85% of the students requested stress management, 79% time management, 77% burnout preventive training, 75% coping techniques for exam nerves, and 63% relaxation techniques.Limitations: The response rate was 90.8%. Although the response rate is comparably high, non-response by part of the students may alter the estimated figures. The study only includes students from one German medical school. Longitudinal data are absent. A longitudinal study has been initiated.Conclusions: There is a high rate of resignation and burnout behavioral patterns among medical students, while healthy patterns decrease the further the students progress in their professional training. There are significant gender differences in the psychosocial patterns.Students express a high need for preventive techniques and interventions. Thus prevention of psychosocial morbidity and motivational interventions are important issues in the training of future physicians. Such interventions should become a mandatory part of the medical curriculum and should take gender aspects into consideration.[german] Hintergrund: Epidemiologische Daten zur Gesundheit von Ärzten und Medizinstudenten zeigen im Vergleich zur Allgemeinbevölkerung eine erhöhte psychische Morbidität. Es gibt wenige Daten dazu, wie der Bedarf an präventiven Maßnahmen von den Medizinstudenten selber eingeschätzt wird.Zielsetzung: Analyse der psychosozialen Ressourcen und der studienbezogenen Verhaltens- und Erlebensmuster bei Medizinstudenten zu unterschiedlichen Zeitpunkten während des Studiums. Bedürfnisanalyse hinsichtlich der von den Studenten selbst gewünschten präventiven Angebote im Ausbildungscurriculum.Studiendesign: Querschnittuntersuchung an drei unterschiedlichen Kohorten von Medizinstudenten am Anfang, in der Mitte und am Ende des Studiums mit einer studentenadaptierten Version des Fragebogens „Arbeitsbezogene Verhaltens- und Erlebnismuster“ (AVEM).Teilnehmer: Studenten am Anfang, in der Mitte und am Ende des Medizinstudiums (entspricht im Wesentlichen Studenten des 2., 5., 10. Semesters) an der Würzburger Universität (n=360).Ergebnisse: Zu Beginn des Studiums zeigen 39,1% ein gesundes Verhaltensmuster (Muster G), im mittleren Studienabschnitt liegt der Anteil bei 30,5%, am Studienende bei 18,3%. Entsprechend finden sich resignative Verhaltensmuster mit Burnout-Tendenzen und Schonungsmuster (Risikomuster B und S) zu Beginn des Studiums bei 44,0%, in der Mitte des Studiums bei 55,9% und am Studienende bei 65,2%. Es zeigen sich signifikante Geschlechtsunterschiede: Männliche Studenten zeigen höhere Werte für „Beruflichen Ehrgeiz“ und „Bedeutsamkeit der Arbeit“, eine geringere „Resignationstendenz bei Misserfolg“ und mehr „Innere Ruhe und Ausgeglichenheit“. Frauen erleben mehr „Soziale Unterstützung“.Es gibt in der Selbsteinschätzung der Studenten einen hohen Bedarf an präventiven Maßnahmen: So wünschten sich 85% der Studenten Angebote zur Stressbewältigung, 79% zum Thema Zeitmanagement, 77% zur Burnout-Prophylaxe, 75% zum Thema Umgang mit Prüfungsangst und 63% zu Entspannungstechniken.Einschränkungen: Die Rücklaufquote der Fragebögen betrug 90,8% Im Vergleich zu ähnlichen Studien ist die Rücklaufquote hoch, dennoch ist eine Verfälschung der Werte durch den Anteil an Studenten, die nicht geantwortet haben, nicht auszuschließen. Die Daten dieser Arbeit beschreiben nur die Situation an einer Medizinischen Fakultät in Deutschland. Es handelt sich nicht um longitudinale Daten. Eine Verlaufsstudie wurde begonnen.Schlussfolgerungen: Die Daten zeigen ein deutliches resignatives Verhaltensmuster und Burnout-Risikoverhalten bei Medizinstudenten, dass umso ausgeprägter ist, je weiter die Studenten im Studium fortgeschritten sind. Es gibt signifikante Geschlechtsunterschiede in den studienbezogenen Verhaltens- und Erlebensmustern.Studenten wünschen in hohem Maße Angebote zur Prävention. Die Prävention psychosozialer Störungen und Maßnahmen, die die berufliche Motivation der Studenten fördern, sind wichtige Themen und sollten Berücksichtigung bei der Gestaltung des Curriculums der ärztlichen Ausbildung finden. Hierbei sollten geschlechtsspezifische Unterschiede berücksichtigt werden.

[english] In 2008 the German Association for Medical Education (GMA) published guidelines to support medical departments in the implementation of assessments. Furthermore, these guidelines were designed to ensure an adequate quality of assessment. The responsible persons of five Bavarian faculties were asked about the organization of assessment at their institution with regard to the new German medical licensing regulations of 2002. Specifically, they were asked about the extent to which their assessment procedures comply with the guidelines of the GMA.Among the results considered important, it was reported that all of the faculties have a person responsible for assessment in their Dean’s offices. Furthermore all of the faculties have implemented or are currently implementing a catalog of learning goals. There is still potential for development in the fields of item review prior to testing and subsequent item analysis.[german] Die Gesellschaft für Medizinische Ausbildung (GMA) hat im Jahr 2008 Leitlinien zur Durchführung von universitären Prüfungen veröffentlicht, die zur Qualitätssicherung im Sinne reliabler und qualitativ hochwertiger Prüfungen beitragen sollen. Die Prüfungsverantwortlichen aller fünf bayrischen Medizinfakultäten wurden im Rahmen einer Bestandsaufnahme zur Organisation ihrer fakultären Prüfungen nach § 27 der ÄAppO befragt, inwieweit die Prüfungsdurchführung mit den Leitlinien der GMA konform ist.Als wichtige Ergebnisse sind festzuhalten, dass an allen Fakultäten ein Gesamtprüfungsverantwortlicher des Dekanats existiert. Weiterhin existieren an den meisten Fakultäten bereits Lernzielkataloge oder solche sind im Aufbau. Entwicklungspotenzial bieten noch die Durchführung von Reviews und einer umfassenden Itemanalyse.

Since 2004 a commercial learning management system (LMS) was introduced at the Medical Faculty of LMU. During the following four years the platform was hardly used by staff members and students. Therefore, in 2009 it was replaced by the Open Sorce LMS Moodle. Reasons for this step were a better adaptability of the software and the possibility for teachers to upload their material themselves. Our aim was to enhance acceptance among both students and teachers. During the implementation special emphasis was laid on the integration of Moodle into the existing IT infrastructure of the faculty. After the introduction of Moodle the number of active users increased from 500 to 5,060 (students and teachers). The number of courses raised from 14 to 90 (summer term) and 125 (winter term). Mainly static documents such as scripts and lecture slides have been uploaded, but also a few interactive activities have been provided. The calculated costs for using Moodle added up to about 20 €/user/year. In comparison the commercial system cost about 100 €/user/year because of the low number of users. The high acceptance especially among teachers showed that decision to introduce Moodle was the right step at our faculty. Evaluation results show that despite many improvements users still rate Moodle as not very user friendly. At the end of the summer term we faced technical problems due to an unexpected peak of hits. An ongoing adaption of the platform is necessary to adress these issues. The aim for the coming terms are to support teachers to provide more high quality interactive learning activities.

In this project the interactive online learning platform ICON was used as a vehicle to explore the research question in which way a cooperative use of virtual cases within an interactive learning platform affects the learning process and dynamic in mixed student groups from the US and Germany. The ICON platform allows students to interact with each other, faculty and virtual patients in neurological cases. Students of Harvard University and the University of Witten worked in the winter semester 2009 in two mixed groups. The students from the different universities communicated via the ICON platform and created diagnostic hypotheses, and treatment proposals. As a result the international student group collaboration showed a positive effect regarding the efficiency and accuracy of students achievement of case learning objectives.