The inventory as a core element in the further development of the science curriculum in the Mannheim Reformed Curriculum of Medicine
Introduction: The German Council of Science and Humanities as well as a number of medical professional associations support the strengthening of scientific competences by developing longitudinal curricula for teaching scientific competences in the undergraduate medical education. The National Compet...
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| Format: | Article |
| Language: | deu |
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German Medical Science GMS Publishing House
2017-05-01
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| Series: | GMS Journal for Medical Education |
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| Online Access: | http://www.egms.de/static/en/journals/zma/2017-34/zma001099.shtml |
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| author | Eckel, Julia Schüttpelz-Brauns, Katrin Miethke, Thomas Rolletschek, Alexandra Fritz, Harald M. |
| author_facet | Eckel, Julia Schüttpelz-Brauns, Katrin Miethke, Thomas Rolletschek, Alexandra Fritz, Harald M. |
| author_sort | Eckel, Julia |
| collection | DOAJ |
| description | Introduction: The German Council of Science and Humanities as well as a number of medical professional associations support the strengthening of scientific competences by developing longitudinal curricula for teaching scientific competences in the undergraduate medical education. The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) has also defined medical scientific skills as learning objectives in addition to the role of the scholar. The development of the Mannheim science curriculum started with a systematic inventory of the teaching of scientific competences in the Mannheim Reformed Curriculum of Medicine (MaReCuM). Methods: The inventory is based on the analysis of module profiles, teaching materials, surveys among experts, and verbatims from memory. Furthermore, science learning objectives were defined and prioritized, thus enabling the contents of the various courses to be assigned to the top three learning objectives. Results: The learning objectives systematic collection of information regarding the current state of research, critical assessment of scientific information and data sources, as well as presentation and discussion of the results of scientific studies are facilitated by various teaching courses from the first to the fifth year of undergraduate training. The review reveals a longitudinal science curriculum that has emerged implicitly. Future efforts must aim at eliminating redundancies and closing gaps; in addition, courses must be more closely aligned with each other, regarding both their contents and their timing, by means of a central coordination unit. Conclusion: The teaching of scientific thinking and working is a central component in the MaReCuM. The inventory and prioritization of science learning objectives form the basis for a structured ongoing development of the curriculum. An essential aspect here is the establishment of a central project team responsible for the planning, coordination, and review of these measures. |
| first_indexed | 2024-12-12T03:52:02Z |
| format | Article |
| id | doaj.art-cc599909d3e84e019fe597ae182d81b4 |
| institution | Directory Open Access Journal |
| issn | 2366-5017 |
| language | deu |
| last_indexed | 2024-12-12T03:52:02Z |
| publishDate | 2017-05-01 |
| publisher | German Medical Science GMS Publishing House |
| record_format | Article |
| series | GMS Journal for Medical Education |
| spelling | doaj.art-cc599909d3e84e019fe597ae182d81b42022-12-22T00:39:23ZdeuGerman Medical Science GMS Publishing HouseGMS Journal for Medical Education2366-50172017-05-01342Doc2210.3205/zma001099The inventory as a core element in the further development of the science curriculum in the Mannheim Reformed Curriculum of MedicineEckel, Julia0Schüttpelz-Brauns, Katrin1Miethke, Thomas2Rolletschek, Alexandra3Fritz, Harald M.4University Medicine Mannheim, Medical Faculty Mannheim at Heidelberg University, Department of Undergraduate Education and Educational Development, Mannheim, GermanyUniversity Medicine Mannheim, Medical Faculty Mannheim at Heidelberg University, Department of Undergraduate Education and Educational Development, Mannheim, GermanyUniversity Medicine Mannheim, Institute of Medical Microbiology and Hygiene, Mannheim, GermanyUniversity Medicine Mannheim, Medical Faculty Mannheim at Heidelberg University, Department of Undergraduate Education and Educational Development, Mannheim, GermanyUniversity Medicine Mannheim, Medical Faculty Mannheim at Heidelberg University, Department of Undergraduate Education and Educational Development, Mannheim, GermanyIntroduction: The German Council of Science and Humanities as well as a number of medical professional associations support the strengthening of scientific competences by developing longitudinal curricula for teaching scientific competences in the undergraduate medical education. The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) has also defined medical scientific skills as learning objectives in addition to the role of the scholar. The development of the Mannheim science curriculum started with a systematic inventory of the teaching of scientific competences in the Mannheim Reformed Curriculum of Medicine (MaReCuM). Methods: The inventory is based on the analysis of module profiles, teaching materials, surveys among experts, and verbatims from memory. Furthermore, science learning objectives were defined and prioritized, thus enabling the contents of the various courses to be assigned to the top three learning objectives. Results: The learning objectives systematic collection of information regarding the current state of research, critical assessment of scientific information and data sources, as well as presentation and discussion of the results of scientific studies are facilitated by various teaching courses from the first to the fifth year of undergraduate training. The review reveals a longitudinal science curriculum that has emerged implicitly. Future efforts must aim at eliminating redundancies and closing gaps; in addition, courses must be more closely aligned with each other, regarding both their contents and their timing, by means of a central coordination unit. Conclusion: The teaching of scientific thinking and working is a central component in the MaReCuM. The inventory and prioritization of science learning objectives form the basis for a structured ongoing development of the curriculum. An essential aspect here is the establishment of a central project team responsible for the planning, coordination, and review of these measures.http://www.egms.de/static/en/journals/zma/2017-34/zma001099.shtmlCurriculum inventorylongitudinal science curriculumtraining of scientific skills/competences |
| spellingShingle | Eckel, Julia Schüttpelz-Brauns, Katrin Miethke, Thomas Rolletschek, Alexandra Fritz, Harald M. The inventory as a core element in the further development of the science curriculum in the Mannheim Reformed Curriculum of Medicine GMS Journal for Medical Education Curriculum inventory longitudinal science curriculum training of scientific skills/competences |
| title | The inventory as a core element in the further development of the science curriculum in the Mannheim Reformed Curriculum of Medicine |
| title_full | The inventory as a core element in the further development of the science curriculum in the Mannheim Reformed Curriculum of Medicine |
| title_fullStr | The inventory as a core element in the further development of the science curriculum in the Mannheim Reformed Curriculum of Medicine |
| title_full_unstemmed | The inventory as a core element in the further development of the science curriculum in the Mannheim Reformed Curriculum of Medicine |
| title_short | The inventory as a core element in the further development of the science curriculum in the Mannheim Reformed Curriculum of Medicine |
| title_sort | inventory as a core element in the further development of the science curriculum in the mannheim reformed curriculum of medicine |
| topic | Curriculum inventory longitudinal science curriculum training of scientific skills/competences |
| url | http://www.egms.de/static/en/journals/zma/2017-34/zma001099.shtml |
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