GMS Zeitschrift für Medizinische Ausbildung最新文献

{"title":"Competence. Cooperation. Communications. 10 Years in Medical Assessment Networks – tenth anniversary at Heidelberg","authors":"J. Jünger","doi":"10.3205/zma000978","DOIUrl":"https://doi.org/10.3205/zma000978","url":null,"abstract":"The \"Umbrella Consortium for Assessment Network (UCAN)\" is celebrating its tenth anniversary on April 20-22 2016. The Partners Meeting entitled Competence. Cooperation. Communications. 10 Years in Medical Assessment Networks as well as an anniversary celebration will be held at the Schlosshotel Molkenkur, and a pre-conference is scheduled in the Medical Clinic Heidelberg. We are looking forward to your contribution and invite you to submit your abstracts on the following topics until 30 November 2015:","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115748154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pamela Emmerling: Ärztliche Kommunikation; Als Erstes heile mit dem Wort ....","authors":"A. Simmenroth-Nayda","doi":"10.3205/zma000968","DOIUrl":"https://doi.org/10.3205/zma000968","url":null,"abstract":"Pamela Emmerling, an educator and psychotherapist, has been active for many years as coach and university instructor in connection with the field of medicine (medical associations, medical training courses, hospital and practice consulting, etc.). Her new book, Ärztliche Kommunikation, is not only suitable for those working in hospitals, but also those in private practice. Although patient simulation is indeed mentioned (albeit as though this method were applied exclusively in Berlin), this book has not been explicitly written for teachers in medical education. The author’s primary focus is on providing a complete survey of all areas which are necessary for “good communication” in a medical setting. As such, this book covers many aspects that could also also adressed outsiede of medical education.. The book is divided into sections dedicated to the basic principles of communication and its models, first in terms of the patient and his or her horizon of understanding, then in terms of physicians with their various roles and possibilities, and moving on to cover the communication challenges faced by teams and finally “advanced communication”. A very detailed table of contents, effective sequencing of the sections, many case examples, highlighted key sentences, and easy-to-read diagrams and tables supplemented with a few cartoons, make this book enjoyable reading. A large number of communicationmodels and strategies are presented – the variety can be alarming, but also encourages the reader to engagemore closely with selected models or to cover these in more detail in the classroom – modified to include example cases or role playing. One example is the Riemann Thomannmodel that depicts not just the patient, but also the doctor, as a person caught between the poles of duration versus change and distance versus closeness. Many typical communicative and behavioral patterns can be interpreted using this model. Another example is taken from Transaction Analysis with its modes of “child”, “parent” and “adult” and can be applied to medicine for role playing activities or patient simulation. Even special exercises on reformulating accusations into wishes (particularly in teams) are manifold and can be applied meaningfully by all readers. Even identifying one’s own of the five drivers (be perfect, hurry up, try hard, please me, be strong) using a psychometric test is a helpful tool for encouraging self-reflection. However, the obsolete and scientifically unfounded models, such as that of Schulz von Thun, could certainly be foregone. No citations of the scientific literature aremade; however, the references include extensive recommendations for further reading. The short pro and con statements by Dr. No and Dr. Will at the end of each chapter seem redundant and appeared to the reader as a kind of moral finger pointing that does not correspond with the well-founded content of the book itself – this could certainly be dropped from a later edition. Even though t","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133282973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Finally finished! National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education (NKLM) and Dental Education (NKLZ) ready for trial","authors":"Martin R. Fischer, Daniel Bauer, Karin Mohn","doi":"10.3205/zma000977","DOIUrl":"https://doi.org/10.3205/zma000977","url":null,"abstract":"Finally finished! Earlier this June, the National Competence Based Catalogues of Learning Objectives for UndergraduateMedical Education (NKLM) andDental Education (NKLZ) were passed with overwhelming agreement at the annual meeting of the Association of Medical Faculties in Germany (MFT) [http://www.mft-online.de/files/pm_ nklm-nklz_2015-07-27.pdf, cited 2015-08-03] after nearly six years of development. The catalogues describe the competencies students of medical or dental degrees in Germany should have acquired by the time they graduate. They weremade freely available online not long ago at www.nklm.de (www.nklz.de respectively). What were the starting points for the development process? On the one hand the institute tasked with the execution of the written licensing examinations (Institut für Medizinische und Pharmazeutische Prüfungsfragen, IMPP) has long provided catalogues which list topics to be assessed viamultiple choice tests. Butmuch remained unclear. They list diseases and leading symptoms relevant for the clinical subjects but without elucidating what knowledge and which abilities a newly licensed physician should have exactly – i.e. listing diabetes without mentioning interdisciplinary tasks in secondary prevention, communication with patients and relatives, and collaboration with diabetes educators. The NKLM does not order its content by subject or organ; subjects associated with an item are considered suggestions, leaving themapping of competencies and local departments responsible for their mediation to the individual faculties. To what extent should doctor-patient communication be mastered and in which contexts?Working in professional teams? Skills of scholarship and critical appraisal of studies? Experience in conducting research including literature searches, developing research questions and hypotheses? All this content and competencies indeed had already been identified by faculties and were being conveyed to a certain extent. Many countries already provide competence-based descriptions of medical programs most notably Canada, the Netherlands and Switzerland. These served as reference and a basis for discussion in the development of NKLM. In 2009, the Society for Medical Education (Gesellschaft für Medizinische Ausbildung, GMA) and the Association of Medical Faculties in Germany (Medizinischer Fakultätentag, MFT) were commissioned by the Standing Conference ofMinisters of Education and Cultural Affairs’s Higher Education Committee (Hochschulausschuss der","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117272689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cersten Jakob: Von Prüfungsangst zu Prüfungsmut, von Lampenfieber zu Auftrittslust","authors":"Angelika Kursch","doi":"10.3205/zma000969","DOIUrl":"https://doi.org/10.3205/zma000969","url":null,"abstract":"1. The author of this book wants to reveal ways leading to more confidence and calmness in exams and while performing in front of small or larger audiences. A short introduction is followed by a definition of the term stage fright and a distinction between useful and obstructive types (stage fright). The complexity of the phenomena stage fright and exam anxiety is vividly visualised on the basis of a mind map. The following chapter with the heading “What to do” and “How to addresswhich issues?” lead to first action steps. Worksheets provide a substructure for the first evaluation of the obstructive symptoms. The following chapter deals with the scope of action that occurs while working on symptoms and causes of stage fright and exam anxiety. The author uses examples to illustrate the connection between nonverbal communication, the sound of the voice, speaking pattern and attitude, followed by stimulations and tutorials about body language and voice improvement. Two chapters address to mental preparation and the resulting solution approaches, as well as to the influencing factors. Chapter 1 deals with the enhancement of self-acceptance and the author’s distinction between “perfect” and “optimal”. For this purpose the chapter introduces helpful relaxation techniques. In Chapter 2, the author focuses on the causes of stage fright and exam anxiety. He introduces methods of goal attainment, activation of resources, selfnegotiation and their specific effects. These techniques of the NLP (neurolinguistic programming), theWingwaveCoaching, auditive kinaesthetic Intervention, a variation of knocking techniques and kinesiological exercises belong to these methods of goal achievement. Additionally, the book gives a substantial overview of helpful coachingand therapeutic methods, customized for these challenging occasions. In addition to this, the book address a adapted diet and the usage of endogenous drugs. Chemical stimulants and their effects arementioned and discussed controversially. The book ends with elaborated checklists, which can be helpful to prepare presentations and exams successfully. 2)... and another book concerning the topic of stage fright, performance and exams anxiety. A range of guides can be found. Viewing the phenomenon of stage fright from different angles and to propose reconciliation with useful stage fright, seems to be a sensible approach. The author demonstrates convincingly how the outer, observable features such as mimic, gesture, voice and posture influences the inner posture respectively inner doctrines...and also vice versa by mental preparation techniques. On the basis of citations, examples and own experience the author, as a trained actor and studied linguist, succeeds to render the complex and delicate topic stage fright and exam anxiety accessible to the reader. However, a lot of the citations used in examplesmight miss their mark with the younger generations since the cited persons stem from a previous generation. Add","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122410294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Oskar Frischenschlager, Birgit Hladschik-Kermer (Hrsg.): Gesprächsführung in der Medizin – lernen, lehren, prüfen","authors":"Anne Herrmann-Werner","doi":"10.3205/zma000957","DOIUrl":"https://doi.org/10.3205/zma000957","url":null,"abstract":"The issue of communication in the doctor-patient-relationship is of uttermost importance and has additionally gained a central position in medical education ever since its importance has been stressed through the novellation of the German Medical Licensure Act in 2012 as well as within the GermanNational Catalogue of Learning Objectives. It is commonly accepted that communication has to be taught and learned – as opposed to the earlier view of it being acquired as just a sideline. The book “Gesprächsführung in der Medizin – lernen, lehren, prüfen” addresses the issue from different perspectives. In the first chapter, basic concepts of communication are graphically introduced. Desirably, aspects from other fields related to communication (e.g. communication studies, psychology) would have been presented as well – alongside with well-known models (like Schulz von Thun or Watzlawick). In the second part of the book, communicational competencies are introduced and discussed. This gives the reader a very good basis and additionally ideas how doctors themselves could profit from successful communication or seek support in difficult situations as needed, respectively. The following segment introduces three selected special situations of communication (palliative patient, ward round, children). They give a good first impression though they are surely not entirely comprehensive. The forth chapter is probably the most interesting one, as it deals with the actual teaching of communicational competencies. It describes aspects of different settings (one-to-one, team) as well as various possibilities of examinations and the use of standardized patients. Positively surprising is the inclusion of the question which qualification is required of teachers as well as the compilation of a toolbox with established models (e.g. SPIKES, NURSE). The final part of the book introduces the longitudinal curriculum in Vienna as an example for successful implementation. In summary, this book gives a basic overview on the topic of doctor-patient-communication. Pretty helpful are the practical case examples with clinical orientation, which could have been a bit more numerous. This also shows the book’s general heterogeneity: depending on the respective author, the chapters are written more or less clearly as well as have been checked for redundancies. All in all, it can be stated that if you have already dealt with the issue of teaching communication in the medical field, there won’t be much new information in the book. But if you are looking for a good introduction to this topic, the Frischenschlager/Hladschik-Kermer is definitely a good choice for you.","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130412749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rastislav Pjontek, Florian Scheibe, Julia Tabatabai (Hrsg.): Heidelberger Standarduntersuchung","authors":"F. Recker","doi":"10.3205/zma000955","DOIUrl":"https://doi.org/10.3205/zma000955","url":null,"abstract":"“For one mistake made for not knowing, ten mistakes are made for not looking.” (J.A. Lindsay). “Looking” represents a cornerstone of the medical profession. Sir William Osler called it one of the “principles of practice” and added that “the whole art of medicine lies in observation” [1]. The introduction of percussion by Auenbrugger in 1761 and the invention of the stethoscope by Laënnec in 1819 helped doctors of the nineteenth century diagnose anatomical and pathological physiological conditions. These diagnostic advances led to a departure from the existing Bader practices. At a time when ever more new invasive and non-invasive diagnostic procedures are available, the importance of the physical exam should be emphasized in clinical practice. Whoever manages to “gain more from their hands can be more relaxed and confident in everyday medical practice.” It is precisely the physical examination which forms the basis of all medical practice. It avoids long, harrowing journeys through themedical system and steers toward the appropriate path for a correct diagnosis. Furthermore, the physical examination is an important medical ritual to strengthen the doctor-patient relationship and delivers additional salutary effects, whereas a poorly conducted examination can destroy this relationship. Studies suggest that both the environment and the quality of the physical examination may be connected to neurological changes in the patient [2]. Within this context, it is very pleasing to see that the Heidelberger Standarduntersuchung (HeidelbergMedical School, HeiCuMed) dedicates itself to this important topic, focusing primarily on the practical acquisition of these essential techniques. There is often a large discrepancy between theoretical knowledge and practical skills, particularly at the commencement of medical studies. The authors of this work – medical students and physicians themselves – provide an excellent overview of clinical examination methods for all disciplines divided over three sections. The first section introduces the reader to basic clinical examination, for which the appropriate situation and physician conduct are also addressed. In addition to important fundamental techniques, anamnesis is also discussed. The book begins with a complete description of the examination process. Appropriate images illustrate the various steps of the process. A colour-coded legend provides references to the pitfalls, pathologies, scores and tips that are clinically relevant at each step. The second section of the book is devoted to examination techniques in various clinical disciplines, ranging from paediatric exams to ENT techniques and post-mortems. These chapters are supplemented by impressive pathological photos and sketches, offering complete training that includes Swan Neck Deformity (p. 212) and the differential diagnosis of aphasia (p. 264). The third and final part of the book includes an anatomical index linking the anatomical regions, the correspond","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132030646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Acknowledgment to the Reviewers of GMS Zeitschrift für Medizinische Ausbildung","authors":"M. Fischer, G. Fabry","doi":"10.3205/ZMA000966","DOIUrl":"https://doi.org/10.3205/ZMA000966","url":null,"abstract":"• Harald Affeldt, Mainz • Klaus Albegger, Graz • Matthias Angstwurm, München • Cadja Bachmann, Hamburg • Daniel Bauer, München • Erika Baum, Marburg • Beatrice Beck Schimmer, Zürich • Jan Becker, Münster • Antje Bergmann, Dresden • Silke Biller, Basel • Martin Boeker, Freiburg i. Br. • Klaus Böhme, Freiburg • Thomas Böker, Heidelberg • Stefan Bösner, Marburg • Georg Breuer, Erlangen • Rainer Büscher, Essen • Jean-Francois Chenot, Greifswald • Ulrich Decking, Düsseldorf • Renate Deinzer, Gießen • Peter Dieter, Dresden • Jörg Eberhard, Hannover • Petra Eggensperger, Heidelberg • Jan P. Ehlers, Witten • Götz Fabry, Freiburg • Pedro M. Faustmann, Bochum • Martin R. Fischer, München • Volkhard Fischer, Hannover • Hendrik Friederichs, Münster • Franziska Geiser, Bonn • Orsolya Genzel, München • Waltraud Georg, Berlin • Matthäus Grasl, Wien • Dominik Groß, Aachen • Christian Gruber, Hannover • Markus Gulich, Ulm • Petra Hahn, Freiburg • Eckhart G. Hahn, Erlangen • Wolfgang Hampe, Hamburg • Sigrid Harendza, Hamburg • Wolf Hautz, Zürich","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114422004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Martin Baumann, Christoph Gordalla: Gruppenarbeit: Methoden – Techniken – Anwendungen","authors":"R. Putz","doi":"10.3205/zma000956","DOIUrl":"https://doi.org/10.3205/zma000956","url":null,"abstract":"At first sight this is a book with an uncontroversial title. Who is not at times and under themost various of circumstances going to, or be obliged to, opt for group work? But its focus is on a topic the potential of which is often underestimated. It targets a wide range of readers, primarily in the field of academic instruction, but also in business andmanufacturing. The central aspects of group work are presented in nine systematic chapters, which ensures a surprisingly easy navigation of a plethora of methods and techniques. The impartial reader feels appreciated already in the preface, which provides a suggestion for structured approach to the abundance of material provided. The first four chapters are especially helpful for the beginner, as they provide guidelines on fundamental questions of group work, from determining goals to practical application to a discussion of the role of the group leader or moderator. There is a brief introductory analysis of the processes of group dynamics, which might help future practitioners of these approaches avoid awkward errors. The authors attribute enough importance to group dynamics to devote a separate chapter to the problems of group formation and collaboration within the group. After all, it is in the initial phase that the foundations are laid for future successful cooperation. The two central – the main portion of the book – deal with techniques for searching and finding ideas and developing concepts. Each subchapter opens with a clear statement of goals, which is followed by a meticulous description of the relevant technique and a comparison of applicable pros and cons. Initial orientation is made easy by brief and usually poignant surveys. The chapters provide an exhaustive and lucid presentation of a broad spectrum of – often widely diverging – techniques. This practical overview is an invitation to try out new processes and compare their efficiency. The subject of the book is transcended in those chapters that deal with learning techniques on the one hand and presentation methods on the other. They provide clear and encouraging suggestions for shared learning as a particular application of group work. The book concludes with a catalog of suggestions for lecture planning and PowerPoint presentations. These are somewhat cursory, but they provide a goal-oriented complement of the topic. Together with the opening chapters, the two concluding chapters provide the framework for a list of examples of group work. By that, the authors are able to demonstrate that in order to successfully employ various group work techniques both in educational and organizational settings, one has to be able to rely on a broad foundational understanding of the underlying processes. This book is useful in more than one way. For the experienced leader, it will provide a number of interesting new ideas, but also proposals for rethinking routinely used techniques and examining their efficiency regarding various purposes. For ","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114739194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prof. Dr. med. Florian Eitel, 13 March 1943 – 9 April 2015","authors":"Martin R. Fischer","doi":"10.3205/ZMA000967","DOIUrl":"https://doi.org/10.3205/ZMA000967","url":null,"abstract":"Far too early at the age of 72, Professor Florian Eitel passed away on April 9, 2015 following a severe illness. We, the members of the Gesellschaft für Medizinische Ausbildung, mourn the loss of our honorary chairman. Florian Eitel was a highly dedicated surgeon, scientist and courageous pioneer in the field of medical education, who was always seeking and finding new possibilities for reforming university medical programs to improve the quality of teaching. Florian Eitel actively shaped the GMA as its chairman from 1993 to 2003 and set the course for the positive developments seen in our organization since. He also received great international recognition, particularly for his commitment to the Association for Medical Education in Europe (AMEE) and on the World Federation of Medical Education (WFME) task force for developing global standards for medical education. His efforts to make the progress in the German-speaking countries regarding improvements in medical teaching visible in the international context were not only significant, but also successful. He was active up until the end on the GMA Committee for Accreditation and Certification and critically scrutinized learning objectives and their influence on the quality of medical education in his unfinished memorandum on the National Catalogue of Competency-based Learning Objectives for Undergraduate Medical Study (NKLM). Florian Eitel was an independent and occasionally uncomfortable thinker and debater, who placed great value on the clarity of definitions and concepts, and as such encouraged many to reflect and critically respond. To make this discourse heard, Florian Eitel rendered outstanding service to the Zeitschrift für Medizinische Ausbildung (ZMA). He saw to it that the journal, Medizinische Ausbildung, was published by the Thieme Verlag Stuttgart as a supplement to Das Gesundheitswesen. The first issue appeared in May 1998. He dedicated himself with vigor to the goal of having the journal listed in the international citation indexes and promoting the scientific debate within teaching and learning in the health sciences. His efforts bore fruit and the journal has successfully developed into the central journal for research in medical education in the German-speaking countries. Florian Eitel completed his medical studies in 1969 at the Saarland University (Homburg) and earned the title Dr. med. in 1971. Following hismilitary service asmedical officer, he worked in the surgical department of the University Hospital in Homburg/Saar and became a specialist physician for surgery and senior physician there in 1975. In 1977 he expanded his expertise to include trauma surgery. In 1981 he qualified as professor and followed his head, Professor Schweiberer, to Ludwig-MaximiliansUniversity (LMU) Hospital inMunich. Since an occupational disease increasingly hindered him in his clinical practice, he established a specialty in theoretical surgery at LMU. In 1987 he was appointed adjunct professor ","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122597258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Alexander Laatsch: Biochemisches Rechnen: Ein Übungsbuch für das Medizinstudium","authors":"J. Schulze","doi":"10.3205/zma000943","DOIUrl":"https://doi.org/10.3205/zma000943","url":null,"abstract":"This thin volume of 56 pages is the book I wish I had written myself since my experience corresponds closely with that of the author. Medical students generally have difficulty dealing with formulas and intermediate level mathematics often cause problems. Calculations receive only a limited amount of attention duringmedical studies, but they are used consistently during the preclincal study.. This book offers structured exercises beginning with calculating dimensions (chapter 1), continueswith seemingly complex, but simple calculations (chapters 2 – 4: exponentiation, percentage calculations and rule of three) and applies these calculations to examples from chemistry and biochemistry. It starts out very simply and acknowledges that calculations must be explained in detail, something borne out by my own experience. Using this book, students are spared embarrasment asking about basic math steps. Example questions specific to the material covered are at the end of each chapter; detailed answer keys make it easier to understand not only the correct approach, but also the solution. Based on my seminar classes and role as a reviewer for publications, I can confirm that elementary calculations must be repeated and practiced. This book gives students the opportunity to bring themselves up to an acceptable math level on their own. The level achieved by the end of the book should suffice for comprehending the basics of chemical and biochemical calculations; it is, however, certainly not sufficient for understanding physical calculations. The book is conceived as a workbook and I would appreciate to see a greater number of detailed exercises. Although (additional) examples are presented in practicals and seminars, the individual solution, particularly the approach to solving a problem, is often presented (too) quickly. To understand methods of calculation, it also seems necessary to differentiate more clearly between alternatives solutions when explaining a solution. In addition, aspects of accuracy which result from using decimal places (exercise 3.4) are more likely to cause confusion in novices and should be covered separately. In some places it is noticeable that the book was not written by a physician. In the case of suspected pancreatitis, determination of the lipase activity is relevant; in terms of complications regarding cholestasis, the alkaline phosphatase is important. The complexity of question 9.2 remains unchanged if the phrasing of the problem would take this into account. More relevant are inaccuracies in clinical examples and that are referred to in this book. For instance, the clinical description of 75% stenosis of an artery refers to the area, not the diameter. In exercise 3.4, the diameter is given and the change seen as percent of the diameter, which does not correspond with the percentual change in area. I hope this book not only finds a widespread acceptance among students who have difficulty with biochemical (or medical) calculatio","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127437412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}