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Theory in practice instead of theory versus practice--curricular design for task-based learning within a competency
Thomas Rotthoff1, Matthias Schneider2, Stefanie Ritz-Timme3
1Heinrich-Heine-University Düsseldorf, Medical Faculty, Deanary of study, Düsseldorf, Germany ; University Hospital Düsseldorf, Department for Endocrinology and Diabetes, Düsseldorf, Germany.
GMS Zeitschrift Fur Medizinische Ausbildung
|February 21, 2015
Summary
Medical students should enhance clinical thinking and practical skills early. A new curriculum at Duesseldorf University focuses on workplace-based learning and assessment using patient complaint items to integrate theory and practice.
Area of Science:
- Medical Education
- Clinical Skills Development
Background:
- Medical students require early training in clinical thinking and practical skills.
- Enhancing clinical expertise is crucial during theoretical and practical studies.
Purpose of the Study:
- To develop and implement a novel curriculum for clinical training at Duesseldorf University.
- To focus on workplace-based teaching, learning, and assessment.
Main Methods:
- Developed a curriculum based on educational research findings.
- Utilized 123 defined patient complaint items across multidisciplinary areas.
- Integrated learning with competence-oriented, workplace-based assessment.
Main Results:
- Students in their 3rd, 4th, and 5th years learn by diagnosing diseases from patient complaints.
- This method deepens knowledge in basic subjects and clinical procedures.
- Created study books to support the learning process, fostering close doctor-student interaction.
Conclusions:
- The curriculum effectively integrates theoretical knowledge with practical application.
- It enhances the integration of basic, clinical-theoretical, and clinical subjects into clinical reasoning and action.
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