Summary
Students of three different levels and the chairman of the MD-Program evaluated the educational system of McMaster University, Canada, using the six criteria of the case method as defined by Renschler. This analysis provided a very differentiated evaluation of the McMaster curriculum, demonstrating a systematic progress of learning methods from the second to the last phase.
The instrument showed differences in the ratings of the demonstrative lectures between the chairman and the students. Free access to patients and responsibility, gradually growing during the 3-year program, are important features of the educational system. The problem-based system provides a unique integration of acquiring theoretical knowledge in the basic sciences through clinical problem solving which was highly rated in all analysed phases. Ratings given by the interviewed students for evaluation of documented work were lower than expected by the chairman and the authors. The results are discussed in relationship to the McMaster Philosophy and to the conditions of studying medicine in America and in Germany.
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Thomas, M.S., Renschler, H.E. Bewertung der ärztlichen Ausbildung an der McMaster Universität, Kanada, anhand des Konzepts der „Fallmethode“. Klin Wochenschr 67, 421–430 (1989). https://doi.org/10.1007/BF01725137
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DOI: https://doi.org/10.1007/BF01725137