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. 2005 Apr;54(4):385-93.
doi: 10.1007/s00101-005-0812-7.

[Teaching methods in anesthesia and intensive care medicine. The new legislation and its possibilities for the specialty]

[Article in German]
S N Stehr  1 , M Müller, M D Frank, R Grass, S Rammelt, P Dieter, A-M Hetze, T Koch, M J R Ragaller
Affiliations

[Teaching methods in anesthesia and intensive care medicine. The new legislation and its possibilities for the specialty]

[Article in German]
S N Stehr et al. Anaesthesist. 2005 Apr.

Abstract

Background: As of October 1, 2003, a new government-initiated legislative basis for undergraduate medical education was initiated in Germany which resulted in substantial changes to the structure of the medical curriculum and in a heightened teaching load.

Methods: The Medical Faculty of the University of Dresden established an interdisciplinary reform curriculum in 1998. Since then a hybrid model of traditional lectures, seminars, practical and problem-based learning courses has been implemented for all courses in undergraduate medical training (Dresdener Integrated Problem-based Learning: DIPOL).

Results: Examplarly for all other DIPOL courses, the 2003 evaluation results of the "Emergency medicine-Injuries-Intensive care medicine" are presented and show that the course was very well received by students and tutors, and that 95% of the students passed the exams.

Conclusions: The DIPOL anesthesiology course conforms with the new German federal law. A continuous further evaluation is an essential part of quality control and is necessary for the further development of a new curriculum.

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