The Brandenburg reformed medical curriculum: study locally, work locally
The Brandenburg Medical School "Theodor Fontane" (MHB) was founded in 2014 by municipal and non-profit institutions in Bernau, Brandenburg an der Havel and Neuruppin to train more physicians for the non-metropolitan region of Brandenburg. Since the 2015 summer term, 48 medical students hav...
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| Published in | GMS journal for medical education Vol. 36; no. 5; p. Doc49 |
|---|---|
| Main Authors | , , , , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Germany
German Medical Science GMS Publishing House
01.01.2019
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| Subjects | |
| Online Access | Get full text |
| ISSN | 2366-5017 2366-5017 |
| DOI | 10.3205/zma001257 |
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| Abstract | The Brandenburg Medical School "Theodor Fontane" (MHB) was founded in 2014 by municipal and non-profit institutions in Bernau, Brandenburg an der Havel and Neuruppin to train more physicians for the non-metropolitan region of Brandenburg. Since the 2015 summer term, 48 medical students have been enrolled each year, accepted through the university's own selection process in which the score on the German school-leaving exam
and time spent on the waiting list play subordinate roles. Tuition fees can be partially financed through scholarship agreements with regional hospitals if the applicants commit themselves to medical specialist training
at a particular hospital. The main places of study are Neuruppin and Brandenburg an der Havel; there is a decentralized study phase from the eighth to tenth semester of study. The Brandenburg Reformed Medical Curriculum (BMM) complies with the model clause contained in the German regulations governing the licensing of medical doctors
. The curriculum is based on problem-based learning (PBL) and focused on competencies and consists of integrated interdisciplinary modules that combine, from the very beginning, basic sciences with clinical and theoretical medical subjects. The focus on general practice is visible in the regularly held "Practical Days"
during which second-year students and above have the opportunity to observe at participating medical practices and familiarize themselves with primary care in Brandenburg. A special focus of BMM is on the acquisition and development of communication and interpersonal skills. These are imparted through a longitudinal curriculum referred to as "Teamwork, Reflection, Interaction, Communication" (TRIK). High value is placed on critical thinking and scientific scholarship and this is reflected in an eight-week academic placement in which the students independently write a research paper. Several different teaching formats ensure that, along with learning specific subjects, sustained personal development can also take place. BMM's decentralized study phase starting in the eighth semester represents a special part of the curriculum in which students complete their clinical training in small groups at selected cooperating hospitals in Brandenburg. This phase encompasses not only hospital placements and other local patient-centered courses, but also centralized instruction via video conferencing to assure that basic sciences and clinical theory continue to be covered. Knowledge- and performance-based semester assessments, in particular OSCEs, reinforce the practical aspects of the training. These replace the M1 state medical examination in the first study phase. The first medical students are now in their ninth semester as of April 2019, making it still too early for final evaluations. The curriculum, successfully implemented to date, already satisfies core requirements of the Master Plan 2020 for undergraduate medical education
with the curriculum's organization and structure, curricular content, assessment formats and student admission process. With its decentralized structure, BMM specifically addresses the social and health policy challenges facing rural regions of Brandenburg. This is the first curriculum that has taken on the improvement of healthcare in rural regions as its central aim. |
|---|---|
| AbstractList | The Brandenburg Medical School “Theodor Fontane” (MHB) was founded in 2014 by municipal and non-profit institutions in Bernau, Brandenburg an der Havel and Neuruppin to train more physicians for the non-metropolitan region of Brandenburg. Since the 2015 summer term, 48 medical students have been enrolled each year, accepted through the university’s own selection process in which the score on the German school-leaving exam
(Abitur)
and time spent on the waiting list play subordinate roles. Tuition fees can be partially financed through scholarship agreements with regional hospitals if the applicants commit themselves to medical specialist training
(Facharztweiterbildung)
at a particular hospital. The main places of study are Neuruppin and Brandenburg an der Havel; there is a decentralized study phase from the eighth to tenth semester of study. The Brandenburg Reformed Medical Curriculum (BMM) complies with the model clause contained in the German regulations governing the licensing of medical doctors
(ÄAppO)
. The curriculum is based on problem-based learning (PBL) and focused on competencies and consists of integrated interdisciplinary modules that combine, from the very beginning, basic sciences with clinical and theoretical medical subjects. The focus on general practice is visible in the regularly held “Practical Days”
(Praxistag)
during which second-year students and above have the opportunity to observe at participating medical practices and familiarize themselves with primary care in Brandenburg. A special focus of BMM is on the acquisition and development of communication and interpersonal skills. These are imparted through a longitudinal curriculum referred to as “Teamwork, Reflection, Interaction, Communication” (TRIK). High value is placed on critical thinking and scientific scholarship and this is reflected in an eight-week academic placement in which the students independently write a research paper. Several different teaching formats ensure that, along with learning specific subjects, sustained personal development can also take place. BMM’s decentralized study phase starting in the eighth semester represents a special part of the curriculum in which students complete their clinical training in small groups at selected cooperating hospitals in Brandenburg. This phase encompasses not only hospital placements and other local patient-centered courses, but also centralized instruction via video conferencing to assure that basic sciences and clinical theory continue to be covered. Knowledge- and performance-based semester assessments, in particular OSCEs, reinforce the practical aspects of the training. These replace the M1 state medical examination in the first study phase. The first medical students are now in their ninth semester as of April 2019, making it still too early for final evaluations. The curriculum, successfully implemented to date, already satisfies core requirements of the Master Plan 2020 for undergraduate medical education
(Masterplan Medizinstudium 2020)
with the curriculum's organization and structure, curricular content, assessment formats and student admission process. With its decentralized structure, BMM specifically addresses the social and health policy challenges facing rural regions of Brandenburg. This is the first curriculum that has taken on the improvement of healthcare in rural regions as its central aim. The Brandenburg Medical School “Theodor Fontane” (MHB) was founded in 2014 by municipal and non-profit institutions in Bernau, Brandenburg an der Havel and Neuruppin to train more physicians for the non-metropolitan region of Brandenburg. Since the 2015 summer term, 48 medical students have been enrolled each year, accepted through the university’s own selection process in which the score on the German school-leaving exam and time spent on the waiting list play subordinate roles. Tuition fees can be partially financed through scholarship agreements with regional hospitals if the applicants commit themselves to medical specialist training at a particular hospital. The main places of study are Neuruppin and Brandenburg an der Havel; there is a decentralized study phase from the eighth to tenth semester of study. The Brandenburg Reformed Medical Curriculum (BMM) complies with the model clause contained in the German regulations governing the licensing of medical doctors . The curriculum is based on problem-based learning (PBL) and focused on competencies and consists of integrated interdisciplinary modules that combine, from the very beginning, basic sciences with clinical and theoretical medical subjects. The focus on general practice is visible in the regularly held “Practical Days” during which second-year students and above have the opportunity to observe at participating medical practices and familiarize themselves with primary care in Brandenburg. A special focus of BMM is on the acquisition and development of communication and interpersonal skills. These are imparted through a longitudinal curriculum referred to as “Teamwork, Reflection, Interaction, Communication” (TRIK). High value is placed on critical thinking and scientific scholarship and this is reflected in an eight-week academic placement in which the students independently write a research paper. Several different teaching formats ensure that, along with learning specific subjects, sustained personal development can also take place. BMM’s decentralized study phase starting in the eighth semester represents a special part of the curriculum in which students complete their clinical training in small groups at selected cooperating hospitals in Brandenburg. This phase encompasses not only hospital placements and other local patient-centered courses, but also centralized instruction via video conferencing to assure that basic sciences and clinical theory continue to be covered. Knowledge- and performance-based semester assessments, in particular OSCEs, reinforce the practical aspects of the training. These replace the M1 state medical examination in the first study phase. The first medical students are now in their ninth semester as of April 2019, making it still too early for final evaluations. The curriculum, successfully implemented to date, already satisfies core requirements of the Master Plan 2020 for undergraduate medical education with the curriculum's organization and structure, curricular content, assessment formats and student admission process. With its decentralized structure, BMM specifically addresses the social and health policy challenges facing rural regions of Brandenburg. This is the first curriculum that has taken on the improvement of healthcare in rural regions as its central aim. The Brandenburg Medical School "Theodor Fontane" (MHB) was founded in 2014 by municipal and non-profit institutions in Bernau, Brandenburg an der Havel and Neuruppin to train more physicians for the non-metropolitan region of Brandenburg. Since the 2015 summer term, 48 medical students have been enrolled each year, accepted through the university's own selection process in which the score on the German school-leaving exam and time spent on the waiting list play subordinate roles. Tuition fees can be partially financed through scholarship agreements with regional hospitals if the applicants commit themselves to medical specialist training at a particular hospital. The main places of study are Neuruppin and Brandenburg an der Havel; there is a decentralized study phase from the eighth to tenth semester of study. The Brandenburg Reformed Medical Curriculum (BMM) complies with the model clause contained in the German regulations governing the licensing of medical doctors . The curriculum is based on problem-based learning (PBL) and focused on competencies and consists of integrated interdisciplinary modules that combine, from the very beginning, basic sciences with clinical and theoretical medical subjects. The focus on general practice is visible in the regularly held "Practical Days" during which second-year students and above have the opportunity to observe at participating medical practices and familiarize themselves with primary care in Brandenburg. A special focus of BMM is on the acquisition and development of communication and interpersonal skills. These are imparted through a longitudinal curriculum referred to as "Teamwork, Reflection, Interaction, Communication" (TRIK). High value is placed on critical thinking and scientific scholarship and this is reflected in an eight-week academic placement in which the students independently write a research paper. Several different teaching formats ensure that, along with learning specific subjects, sustained personal development can also take place. BMM's decentralized study phase starting in the eighth semester represents a special part of the curriculum in which students complete their clinical training in small groups at selected cooperating hospitals in Brandenburg. This phase encompasses not only hospital placements and other local patient-centered courses, but also centralized instruction via video conferencing to assure that basic sciences and clinical theory continue to be covered. Knowledge- and performance-based semester assessments, in particular OSCEs, reinforce the practical aspects of the training. These replace the M1 state medical examination in the first study phase. The first medical students are now in their ninth semester as of April 2019, making it still too early for final evaluations. The curriculum, successfully implemented to date, already satisfies core requirements of the Master Plan 2020 for undergraduate medical education with the curriculum's organization and structure, curricular content, assessment formats and student admission process. With its decentralized structure, BMM specifically addresses the social and health policy challenges facing rural regions of Brandenburg. This is the first curriculum that has taken on the improvement of healthcare in rural regions as its central aim. The Brandenburg Medical School "Theodor Fontane" (MHB) was founded in 2014 by municipal and non-profit institutions in Bernau, Brandenburg an der Havel and Neuruppin to train more physicians for the non-metropolitan region of Brandenburg. Since the 2015 summer term, 48 medical students have been enrolled each year, accepted through the university's own selection process in which the score on the German school-leaving exam (Abitur) and time spent on the waiting list play subordinate roles. Tuition fees can be partially financed through scholarship agreements with regional hospitals if the applicants commit themselves to medical specialist training (Facharztweiterbildung) at a particular hospital. The main places of study are Neuruppin and Brandenburg an der Havel; there is a decentralized study phase from the eighth to tenth semester of study. The Brandenburg Reformed Medical Curriculum (BMM) complies with the model clause contained in the German regulations governing the licensing of medical doctors (ÄAppO). The curriculum is based on problem-based learning (PBL) and focused on competencies and consists of integrated interdisciplinary modules that combine, from the very beginning, basic sciences with clinical and theoretical medical subjects. The focus on general practice is visible in the regularly held "Practical Days" (Praxistag) during which second-year students and above have the opportunity to observe at participating medical practices and familiarize themselves with primary care in Brandenburg. A special focus of BMM is on the acquisition and development of communication and interpersonal skills. These are imparted through a longitudinal curriculum referred to as "Teamwork, Reflection, Interaction, Communication" (TRIK). High value is placed on critical thinking and scientific scholarship and this is reflected in an eight-week academic placement in which the students independently write a research paper. Several different teaching formats ensure that, along with learning specific subjects, sustained personal development can also take place. BMM's decentralized study phase starting in the eighth semester represents a special part of the curriculum in which students complete their clinical training in small groups at selected cooperating hospitals in Brandenburg. This phase encompasses not only hospital placements and other local patient-centered courses, but also centralized instruction via video conferencing to assure that basic sciences and clinical theory continue to be covered. Knowledge- and performance-based semester assessments, in particular OSCEs, reinforce the practical aspects of the training. These replace the M1 state medical examination in the first study phase. The first medical students are now in their ninth semester as of April 2019, making it still too early for final evaluations. The curriculum, successfully implemented to date, already satisfies core requirements of the Master Plan 2020 for undergraduate medical education (Masterplan Medizinstudium 2020) with the curriculum's organization and structure, curricular content, assessment formats and student admission process. With its decentralized structure, BMM specifically addresses the social and health policy challenges facing rural regions of Brandenburg. This is the first curriculum that has taken on the improvement of healthcare in rural regions as its central aim.The Brandenburg Medical School "Theodor Fontane" (MHB) was founded in 2014 by municipal and non-profit institutions in Bernau, Brandenburg an der Havel and Neuruppin to train more physicians for the non-metropolitan region of Brandenburg. Since the 2015 summer term, 48 medical students have been enrolled each year, accepted through the university's own selection process in which the score on the German school-leaving exam (Abitur) and time spent on the waiting list play subordinate roles. Tuition fees can be partially financed through scholarship agreements with regional hospitals if the applicants commit themselves to medical specialist training (Facharztweiterbildung) at a particular hospital. The main places of study are Neuruppin and Brandenburg an der Havel; there is a decentralized study phase from the eighth to tenth semester of study. The Brandenburg Reformed Medical Curriculum (BMM) complies with the model clause contained in the German regulations governing the licensing of medical doctors (ÄAppO). The curriculum is based on problem-based learning (PBL) and focused on competencies and consists of integrated interdisciplinary modules that combine, from the very beginning, basic sciences with clinical and theoretical medical subjects. The focus on general practice is visible in the regularly held "Practical Days" (Praxistag) during which second-year students and above have the opportunity to observe at participating medical practices and familiarize themselves with primary care in Brandenburg. A special focus of BMM is on the acquisition and development of communication and interpersonal skills. These are imparted through a longitudinal curriculum referred to as "Teamwork, Reflection, Interaction, Communication" (TRIK). High value is placed on critical thinking and scientific scholarship and this is reflected in an eight-week academic placement in which the students independently write a research paper. Several different teaching formats ensure that, along with learning specific subjects, sustained personal development can also take place. BMM's decentralized study phase starting in the eighth semester represents a special part of the curriculum in which students complete their clinical training in small groups at selected cooperating hospitals in Brandenburg. This phase encompasses not only hospital placements and other local patient-centered courses, but also centralized instruction via video conferencing to assure that basic sciences and clinical theory continue to be covered. Knowledge- and performance-based semester assessments, in particular OSCEs, reinforce the practical aspects of the training. These replace the M1 state medical examination in the first study phase. The first medical students are now in their ninth semester as of April 2019, making it still too early for final evaluations. The curriculum, successfully implemented to date, already satisfies core requirements of the Master Plan 2020 for undergraduate medical education (Masterplan Medizinstudium 2020) with the curriculum's organization and structure, curricular content, assessment formats and student admission process. With its decentralized structure, BMM specifically addresses the social and health policy challenges facing rural regions of Brandenburg. This is the first curriculum that has taken on the improvement of healthcare in rural regions as its central aim. |
| Author | Maske, Dagmar Winkelmann, Andreas Otto, Bertram Schendzielorz, Julia Oess, Stefanie Nübel, Jonathan Bohne, Christoph Arends, Peter Hölzer, Henrike Harre, Karin |
| AuthorAffiliation | 7 Medizinische Hochschule Brandenburg Theodor Fontane, Lehrpraxis, Praxis für Allgemeinmedizin, Walsleben, Germany 3 Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Referat für Studienangelegenheiten, Neuruppin, Germany 2 Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Referat für Curriculumsentwicklung und -koordination, Neuruppin, Germany 5 Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Bereich Educational Technology, Neuruppin, Germany 4 Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Bereich TRIK, Neuruppin, Germany 9 Medizinische Hochschule Brandenburg Theodor Fontane, Institut für Biochemie, Neuruppin, Germany 8 Medizinische Hochschule Brandenburg Theodor Fontane, Medizinstudent im 9. Semester, Neuruppin, Germany 1 Medizinische Hochschule Brandenburg Theodor Fontane, Institut für Anatomie, Neuruppin, Germany 6 Medizinische Hochschule |
| AuthorAffiliation_xml | – name: 5 Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Bereich Educational Technology, Neuruppin, Germany – name: 7 Medizinische Hochschule Brandenburg Theodor Fontane, Lehrpraxis, Praxis für Allgemeinmedizin, Walsleben, Germany – name: 2 Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Referat für Curriculumsentwicklung und -koordination, Neuruppin, Germany – name: 6 Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Bereich Simulationspatienten, Neuruppin, Germany – name: 1 Medizinische Hochschule Brandenburg Theodor Fontane, Institut für Anatomie, Neuruppin, Germany – name: 8 Medizinische Hochschule Brandenburg Theodor Fontane, Medizinstudent im 9. Semester, Neuruppin, Germany – name: 4 Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Bereich TRIK, Neuruppin, Germany – name: 3 Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Referat für Studienangelegenheiten, Neuruppin, Germany – name: 9 Medizinische Hochschule Brandenburg Theodor Fontane, Institut für Biochemie, Neuruppin, Germany |
| Author_xml | – sequence: 1 givenname: Andreas surname: Winkelmann fullname: Winkelmann, Andreas organization: Medizinische Hochschule Brandenburg Theodor Fontane, Institut für Anatomie, Neuruppin, Germany – sequence: 2 givenname: Julia surname: Schendzielorz fullname: Schendzielorz, Julia organization: Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Referat für Curriculumsentwicklung und -koordination, Neuruppin, Germany – sequence: 3 givenname: Dagmar surname: Maske fullname: Maske, Dagmar organization: Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Referat für Studienangelegenheiten, Neuruppin, Germany – sequence: 4 givenname: Peter surname: Arends fullname: Arends, Peter organization: Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Bereich TRIK, Neuruppin, Germany – sequence: 5 givenname: Christoph surname: Bohne fullname: Bohne, Christoph organization: Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Bereich Educational Technology, Neuruppin, Germany – sequence: 6 givenname: Henrike surname: Hölzer fullname: Hölzer, Henrike organization: Medizinische Hochschule Brandenburg Theodor Fontane, Prodekanat für Studium und Lehre, Bereich Simulationspatienten, Neuruppin, Germany – sequence: 7 givenname: Karin surname: Harre fullname: Harre, Karin organization: Medizinische Hochschule Brandenburg Theodor Fontane, Lehrpraxis, Praxis für Allgemeinmedizin, Walsleben, Germany – sequence: 8 givenname: Jonathan surname: Nübel fullname: Nübel, Jonathan organization: Medizinische Hochschule Brandenburg Theodor Fontane, Medizinstudent im 9. Semester, Neuruppin, Germany – sequence: 9 givenname: Bertram surname: Otto fullname: Otto, Bertram organization: Medizinische Hochschule Brandenburg Theodor Fontane, Medizinstudent im 9. Semester, Neuruppin, Germany – sequence: 10 givenname: Stefanie surname: Oess fullname: Oess, Stefanie organization: Medizinische Hochschule Brandenburg Theodor Fontane, Institut für Biochemie, Neuruppin, Germany |
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| Keywords | curriculum/problem-based learning curriculum/interdisciplinary studies rural medicine curriculum/competency-based education primary health care reformed curriculum communication skills |
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| Snippet | The Brandenburg Medical School "Theodor Fontane" (MHB) was founded in 2014 by municipal and non-profit institutions in Bernau, Brandenburg an der Havel and... The Brandenburg Medical School “Theodor Fontane” (MHB) was founded in 2014 by municipal and non-profit institutions in Bernau, Brandenburg an der Havel and... |
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| Title | The Brandenburg reformed medical curriculum: study locally, work locally |
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