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The science module in the MHH's model curriculum - development, implementation, results
Volker Paulmann1, Marie Mikuteit1, Ingo Just2
1Hannover Medical School, Dean's Office - Teaching and Learning Research, Hannover, Germany.
GMS Journal for Medical Education
|December 1, 2025
Summary
A new science module at Hannover Medical School improved medical students' scientific skills and critical thinking through a longitudinal teaching concept. Students reported significant learning gains, particularly in scientific writing and literature research.
Area of Science:
- Medical Education
- Scientific Skills Development
Background:
- Hannover Medical School (MHH) introduced a compulsory science module in the 2020/2021 academic year.
- The module focuses on enhancing scientific skills and critical thinking in medical students.
Purpose of the Study:
- To present the didactic principles and implementation of a longitudinal teaching concept for a medical science module.
- To evaluate student learning gains in scientific skills and critical thinking.
Main Methods:
- Utilized the National Competence-Based Learning Objectives Catalogue for Medicine (NKLM) for curriculum mapping.
- Assessed learning gains through student competence assessments, electronic assessment portfolio tasks (ePF tasks), seminars, and a final research paper.
- Collected and analyzed student feedback via an online questionnaire (N=81) and evaluated approximately 200 research papers.
Main Results:
- Approximately 90% of the cohort successfully completed module tasks, demonstrating significant learning gains.
- Around 200 students completed a 10-15 page research paper.
- Students identified enhanced scientific writing skills and structured literature research as key learning outcomes.
Conclusions:
- Implementing scientific training components presents opportunities and challenges, requiring resources for smaller supervision ratios.
- Teaching methods like assessment portfolios and research papers can strengthen the feedback culture in medical education.
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