Программа обучения Medicine

Учебный план программы обучения "Medicine"

In Germany, training to become a doctor is uniformly regulated by the Medical Licensing Regulations (ÄAPP0). This is issued by the Federal Ministry of Health on the basis of the Federal Doctors' Ordinance (BÄO).

“The aim of medical training is the scientifically and practically trained doctor who is capable of self-reliant and independent medical professional practice, further training and ongoing training. The training is intended to impart basic knowledge, skills and abilities in all subjects that are required for comprehensive health care for the population. The training to become a doctor is carried out on a scientific basis and in a practice- and patient-related manner ”(from 5 1 ÄAPPO).

According to these regulations, a six-year course in medicine is required, which is divided into the 1st (pre-clinical) study section of 4 semesters and the 2nd (clinical) study section of 6 semesters. This is followed by a coherent practical training of 48 weeks, which is referred to as the “practical year”. In addition, training in first aid, three months of nursing service and four months of clinical training are required.

Overall, the standard period of study, including the examination time for the third section of the medical examination, is six years and three months.

Model courses

Although the above-mentioned licensing regulations thus represent a uniform basis for medical training in Germany, there are in some cases considerable differences between the curricula at the various medical faculties. It is therefore worthwhile to compare the different locations, their teaching concepts and philosophy.

The traditionally designed course of studies is characterized by a clear separation between the preclinical and clinical study sections, as well as by a predominantly subject-related training.

The so-called "model study courses" differ from this in that they use an exception regulation laid down specifically for this purpose in the Approval. The so-called "model study regulations" differ from this.

Although this "model clause" would allow a deviation from the licensing regulations in four different points, all model courses currently approved in Germany actually only use one: The replacement of the first section of the medical examination (= Physikum) with an internal university examination In other words: Students in the model study courses do not need to take part in the first part of the state examination, but have to prove their basic knowledge in a university-owned examination.

This generally results in greater flexibility in curricular study planning, which is usually used to mix pre-clinical and clinical teaching content. The increasing number of clinical references should serve to increase motivation during the first semester of study.

Reform course

However, with such a model approach, the risk of a potentially weaker system in the teaching of the basic subjects must be discussed. In addition, there is no nationwide comparison or benchmarking, which otherwise results from the first state examination, which is standardized for all students. In addition, due to the structural deviations in the structure of the course, a loss of study time must be expected when changing study location from a model course.

In contrast, reform courses, such as the one at the Münster study location, are usually characterized by the use of innovative teaching concepts and methods without deviating from the examination regulations provided for in the license to practice medicine. These concepts are by no means inferior to that of a model course in terms of innovation potential.

The reform of the second (clinical) section of the curriculum in Münster, for example, had largely interdisciplinary, topic-oriented teaching as its content. This was achieved through a comprehensive restructuring of the teaching content in so-called specialist and cross-sectional modules.

This means that a topic can be dealt with promptly by all specialist representatives who may be involved. Thus, within a module, the specialist representatives e.g. from internal medicine, surgery, pharmacology and pathology can present the relevant aspects of a disease entity from their respective point of view.

This supports the so-called "associative" learning and puts the students in a much better position to work out an overview of the global whole from the individual "puzzle" pieces of the presented specialist knowledge than in a subject-specific arrangement of the teaching content in a traditional curriculum would be the case.

The creation of a "Münster learning target catalog" based on international and national templates served as the basis for the reorganization of the course content and to ensure a comprehensive presentation of the subject catalog. This specifies the subject areas to be dealt with and the degree of specialization that the student should experience in this subject area during the course. Not only the important and common clinical pictures and their symptoms are recorded, but also the skills to be learned and desirable attitudes.

Факультет

Полезные ссылки по программе обучения "Medicine"

• Сайт программы: https://www.uni-muenster.de/ZSB/studienfuehrer/zeigefach.php?nr=50
• Брошюра / инфо-материалы: https://medicampus.uni-muenster.de/fileadmin/user_upload/Studienfuehrer.pdf<br />https://medbib.uni-muenster.de/open/flyer-easystudium.pdf
• Учебный план / модули: https://www.uni-muenster.de/imperia/md/content/wwu/ab_uni/ab2014/ausgabe14/beitrag_04.pdf<br />https://www.uni-muenster.de/ZSB/material/m433_3.htm<br />https://www.uni-muenster.de/ZSB/material/mzojcem.htm<br />https://www.uni-muenster.de/ZSB/material/mpojcem.htm