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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.
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.
