Lernen am späteren Arbeitsplatz: eine Analyse studentischer Erwartungen an den Stationseinsatz im Fachbereich der Inneren Medizin
[english] Background: Learning on the ward as a practice-oriented preparation for the future workplace plays a crucial role in the medical education of future physicians. However, students’ ward internship is partially problematic due to condensed workflows on the ward and the high workload of super...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | deu |
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German Medical Science GMS Publishing House
2014-11-01
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| Series: | GMS Zeitschrift für Medizinische Ausbildung |
| Subjects: | |
| Online Access: | http://www.egms.de/static/en/journals/zma/2014-31/zma000935.shtml |
| _version_ | 1819013323465687040 |
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| author | Köhl-Hackert, Nadja Krautter, Markus Andreesen, Sven Hoffmann, Katja Herzog, Wolfgang Jünger, Jana Nikendei, Christoph |
| author_facet | Köhl-Hackert, Nadja Krautter, Markus Andreesen, Sven Hoffmann, Katja Herzog, Wolfgang Jünger, Jana Nikendei, Christoph |
| author_sort | Köhl-Hackert, Nadja |
| collection | DOAJ |
| description | [english] Background: Learning on the ward as a practice-oriented preparation for the future workplace plays a crucial role in the medical education of future physicians. However, students’ ward internship is partially problematic due to condensed workflows on the ward and the high workload of supervising physicians. For the first time in a German-speaking setting, students’ expectations and concerns about their internship on the ward are examined in a qualitative analysis regarding their internal medicine rotation within clinical medical education.Methods: Of a total of 168 medical students in their 6th semester at the Medical Faculty of Heidelberg, 28 students (m=8, f=20, Ø 23.6 years) took part in focus group interviews 3 to 5 days prior to their internship on the internal medicine ward within their clinical internal medicine rotation. Students were divided into four different focus groups. The protocols were transcribed and a content analysis was conducted based on grounded theory.Results: We gathered a total of 489 relevant individual statements. The students hope for a successful integration within the ward team, reliable and supportive supervisors and supervision in small groups. They expect to face the most common diseases, to train the most important medical skills, to assume full responsibility for their own patients and to acquire their own medical identity. The students fear an insufficient time frame to achieve their aims. They are also concerned they will have too little contact with patients and inadequate supervision.Conclusion: For the development and standardization of effective student internships, the greatest relevance should be attributed to guidance and supervision by professionally trained and well-prepared medical teachers, entailing a significant increase in staff and costs. A structural framework is required in order to transfer the responsibility for the treatment of patients to the students at an early stage in medical education and in a longitudinal manner. The data suggest that the development and establishment of guidelines for medical teachers associated with clearly defined learning objectives for the students’ internships are urgently needed. Based on our findings, we provide first recommendations and suggest possible solutions. |
| first_indexed | 2024-12-21T01:58:07Z |
| format | Article |
| id | doaj.art-6c038b8f816a4a2183448d41225cdad0 |
| institution | Directory Open Access Journal |
| issn | 1860-3572 |
| language | deu |
| last_indexed | 2024-12-21T01:58:07Z |
| publishDate | 2014-11-01 |
| publisher | German Medical Science GMS Publishing House |
| record_format | Article |
| series | GMS Zeitschrift für Medizinische Ausbildung |
| spelling | doaj.art-6c038b8f816a4a2183448d41225cdad02022-12-21T19:19:42ZdeuGerman Medical Science GMS Publishing HouseGMS Zeitschrift für Medizinische Ausbildung1860-35722014-11-01314Doc4310.3205/zma000935Lernen am späteren Arbeitsplatz: eine Analyse studentischer Erwartungen an den Stationseinsatz im Fachbereich der Inneren MedizinKöhl-Hackert, Nadja0Krautter, Markus1Andreesen, Sven2Hoffmann, Katja3Herzog, Wolfgang4Jünger, Jana5Nikendei, Christoph6Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin und Versorgungsforschung, Heidelberg, DeutschlandUniversität Heidelberg, Nierenzentrum Heidelberg, Heidelberg, DeutschlandUniversitätsklinikum Heidelberg, Klinik für Allgemeine Innere Medizin und Psychosomatik, Heidelberg, DeutschlandUniversitätsklinikum Heidelberg, Klinik für Allgemeine Innere Medizin und Psychosomatik, Heidelberg, DeutschlandUniversitätsklinikum Heidelberg, Klinik für Allgemeine Innere Medizin und Psychosomatik, Heidelberg, DeutschlandUniversitätsklinikum Heidelberg, Klinik für Allgemeine Innere Medizin und Psychosomatik, Heidelberg, DeutschlandUniversitätsklinikum Heidelberg, Klinik für Allgemeine Innere Medizin und Psychosomatik, Heidelberg, Deutschland[english] Background: Learning on the ward as a practice-oriented preparation for the future workplace plays a crucial role in the medical education of future physicians. However, students’ ward internship is partially problematic due to condensed workflows on the ward and the high workload of supervising physicians. For the first time in a German-speaking setting, students’ expectations and concerns about their internship on the ward are examined in a qualitative analysis regarding their internal medicine rotation within clinical medical education.Methods: Of a total of 168 medical students in their 6th semester at the Medical Faculty of Heidelberg, 28 students (m=8, f=20, Ø 23.6 years) took part in focus group interviews 3 to 5 days prior to their internship on the internal medicine ward within their clinical internal medicine rotation. Students were divided into four different focus groups. The protocols were transcribed and a content analysis was conducted based on grounded theory.Results: We gathered a total of 489 relevant individual statements. The students hope for a successful integration within the ward team, reliable and supportive supervisors and supervision in small groups. They expect to face the most common diseases, to train the most important medical skills, to assume full responsibility for their own patients and to acquire their own medical identity. The students fear an insufficient time frame to achieve their aims. They are also concerned they will have too little contact with patients and inadequate supervision.Conclusion: For the development and standardization of effective student internships, the greatest relevance should be attributed to guidance and supervision by professionally trained and well-prepared medical teachers, entailing a significant increase in staff and costs. A structural framework is required in order to transfer the responsibility for the treatment of patients to the students at an early stage in medical education and in a longitudinal manner. The data suggest that the development and establishment of guidelines for medical teachers associated with clearly defined learning objectives for the students’ internships are urgently needed. Based on our findings, we provide first recommendations and suggest possible solutions.http://www.egms.de/static/en/journals/zma/2014-31/zma000935.shtmlWorkplace learningundergraduate medical educationclinical trainingfocus groupsgrounded theory |
| spellingShingle | Köhl-Hackert, Nadja Krautter, Markus Andreesen, Sven Hoffmann, Katja Herzog, Wolfgang Jünger, Jana Nikendei, Christoph Lernen am späteren Arbeitsplatz: eine Analyse studentischer Erwartungen an den Stationseinsatz im Fachbereich der Inneren Medizin GMS Zeitschrift für Medizinische Ausbildung Workplace learning undergraduate medical education clinical training focus groups grounded theory |
| title | Lernen am späteren Arbeitsplatz: eine Analyse studentischer Erwartungen an den Stationseinsatz im Fachbereich der Inneren Medizin |
| title_full | Lernen am späteren Arbeitsplatz: eine Analyse studentischer Erwartungen an den Stationseinsatz im Fachbereich der Inneren Medizin |
| title_fullStr | Lernen am späteren Arbeitsplatz: eine Analyse studentischer Erwartungen an den Stationseinsatz im Fachbereich der Inneren Medizin |
| title_full_unstemmed | Lernen am späteren Arbeitsplatz: eine Analyse studentischer Erwartungen an den Stationseinsatz im Fachbereich der Inneren Medizin |
| title_short | Lernen am späteren Arbeitsplatz: eine Analyse studentischer Erwartungen an den Stationseinsatz im Fachbereich der Inneren Medizin |
| title_sort | lernen am spateren arbeitsplatz eine analyse studentischer erwartungen an den stationseinsatz im fachbereich der inneren medizin |
| topic | Workplace learning undergraduate medical education clinical training focus groups grounded theory |
| url | http://www.egms.de/static/en/journals/zma/2014-31/zma000935.shtml |
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