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[Student training in forensic medicine in Germany: testing and evaluation].

Sibylle Nold¹, Steffen Heide², Thomas Bajanowski³

¹Institut für Rechtsmedizin, Universitätsklinikum Hamburg-Eppendorf, Butenfeld 34, 22529 Hamburg, Deutschland.

Rechtsmedizin (Berlin, Germany)

|February 22, 2021

Summary

German forensic medicine institutes show high student satisfaction post-2002 Medical Licensure Act implementation. However, current assessments prioritize factual knowledge over practical skills, necessitating a shift to better align with educational objectives.

Keywords:

Didactics of medicine Medical school Teaching in forensic medicine

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Area of Science:

Medical Education
Forensic Medicine
Curriculum Development

Context:

The 2002 Medical Licensure Act significantly impacted medical education in Germany.
Forensic medicine institutes face evolving pedagogical demands.
An online survey assessed current teaching and evaluation practices.

Purpose:

To evaluate the current state of teaching, testing, and evaluation in German forensic medicine institutes.
To identify discrepancies between learning objectives and assessment methods.
To gauge student satisfaction and identify areas for improvement.

Summary:

The study surveyed 80% of German forensic medicine institutes, revealing a strong emphasis on factual knowledge testing.
A need exists to transition towards assessing practical skills to meet curriculum goals.
Over 90% of institutes offer clinical electives, indicating robust practical training opportunities.

Impact:

Findings suggest a need for curriculum reform in forensic medicine to enhance practical skill assessment.
Student satisfaction with current teaching is high, but assessment methods may not fully reflect practical learning.
Concerns regarding inadequate teaching time persist, potentially hindering comprehensive skill development.