Students’ Attitude to Modern Teaching Principles in the Field of Traumatology

Abstract

Introduction:

This study evaluates the implementation of the reform study system HeiCuMed (Heidelberger Curriculum Medicinale) in the field of traumatology at the University of Heidelberg. Goals of the reform study system are in close relation to practical knowledge combined with improvement of social and communicative skills of the student.

Materials and Methods:

At the end of the course, questionnaires are distributed which evaluate three different topics: whether specific goals of the reform study system are achieved, which type of lesson was able to achieve these goals and what was the most effective way to acquire the necessary knowledge. Relevance of answers are evaluated with points (1, 2 no relevance; 4,5 high relevance; 3 neutral).

Results:

One hundred and forty-eight students undergo traumatological education within the new reform study system. Feedback of questionnaires is 59%. Specific goals like “Recognition of problems” and “interdisciplinary thinking” are considered to be achieved. “Prioritization” and “self responsibility” are achieved to a lesser extent. “Bed-side teaching” and “integrated seminars” are considered as good types of teaching. “Problem-based learning (PBL) sessions” and “subject-oriented lectures” are considered inferior to reach the specific goals in the traumatological education. Less favourably received was “computer based learning”. Required knowledge for board examinations is thought to be acquired best with “classical self study”. Second best way is thought to be the teachers of the HeiCuMed team. “Student learning groups” and “final exam” are considered equal, however, acquisition of knowledge is considered limited. Acquisition of knowledge “from students involved in the HeiCuMed sessions” and “compulsory attendance” was considered negative.

Conclusions:

The reform study system HeiCuMed in the field of traumatology is overall positively received. Improved motivation of students and self-competence are clearly visible.