Development of an interactive elective "altered anatomy" for students as part of the Z-curriculum according to the NKLM 2.0.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Kai Koch, Bernhardt Hirt, Thomas Shiozawa-Bayer, Alfred Königsrainer, Stefano Fusco, Dörte Wichmann
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引用次数: 1

Abstract

Objective: Many patients have undergone visceral surgery. The effects on anatomy and physiology, which can result in further surgical or gastroenterological clinical pictures, are equally significant and require special knowledge. This content should be taught in an interdisciplinary elective course. The draft of the new 2025 approval regulation and the current approval regulation specify that preclinical and clinical content should specifically be combined within the framework of a Z-curriculum and that the new elective course should meet these requirements.

Methodology: Practical and theoretical aspects of recognising and treating patients with postoperative modified anatomy are to be taught and the findings are to be demonstrated using anatomical and artificial preparations. The curriculum of the preclinical course covers anatomy and physiology. The target group of the curriculum is all participating students with a special interest in topics such as anatomy, visceral surgery and gastroenterology. However, the goal is to involve student tutors of the anatomical dissection courses, who, in turn, will pass on knowledge of modified anatomy to the supervised preclinical students.

Results: According to Thomas and Kern, the curriculum development process entails the following six stages: general needs assessment, targeted needs assessment, the formulation of goals and content, the description of strategies, planned implementation and evaluation.

Conclusion: A "modified anatomy" curriculum for an interdisciplinary elective course in surgery, gastroenterology, and anatomy was developed. Through the training of anatomy table tutors, a "dovetailing" with the preclinical stage is to be achieved. In addition, new concepts related to the transfer of knowledge and competencies were introduced and should be evaluated for suitability.

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根据NKLM 2.0,为学生开发交互式选修课程“变形解剖学”,作为z课程的一部分。
目的:许多患者接受过内脏手术。对解剖学和生理学的影响,可能导致进一步的外科或胃肠病学临床图像,同样重要,需要专门的知识。这些内容应该在跨学科选修课程中教授。新的2025审批规定草案和现行的审批规定规定,临床前和临床内容应在z课程框架内具体结合,新的选修课程应满足这些要求。方法学:将教授识别和治疗术后解剖改变患者的实践和理论方面,并使用解剖和人工准备来证明结果。临床基础课程包括解剖学和生理学。课程的目标群体是所有对解剖学、内脏外科和胃肠病学等主题有特殊兴趣的学生。然而,我们的目标是让解剖解剖课程的学生导师参与进来,反过来,他们将把修改后的解剖知识传授给受监督的临床前学生。结果:根据Thomas和Kern的观点,课程开发过程包括以下六个阶段:一般需求评估、针对性需求评估、目标和内容的制定、策略的描述、计划的实施和评估。结论:为外科、胃肠病学和解剖学的跨学科选修课程制定了“改良解剖学”课程。通过对解剖表导师的培训,实现与临床前阶段的“对接”。此外,还介绍了与知识和能力转移有关的新概念,并应对其适用性进行评价。
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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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