Konzeption einer forschungsorientierten Veranstaltungsreihe im Medizinstudium
Ein didaktisches Experiment
Identifiers (Article)
Abstract
In modern medicine, therapeutics with increasingly complex mechanisms of action are applied. New formats in teaching and learning are necessary to enable medical students to develop the competencies required to take informed decisions, counsel patients adequately and perhaps even contribute to developing new medications. Here, a research-oriented curriculum was designed and implemented in which students reconstruct the development of a new cancer therapeutic from basic research to clinical application. The curriculum includes a laboratory practical as well as a literature seminar where students analyze and present research articles. The outcome and evaluation show that this curriculum and similar formats can improve teaching and learning towards the above mentioned aims.
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References
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DECI, Edward L, RYAN, Richard M. 1993. „Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik“, in: Zeitschrift für Pädagogik, 39:2, S. 223–238.
DENT, John, HARDEN, Ronald M, HUNT, Dan. 2017. A Practical Guide for Medical Teachers. Amster-dam: Elsevier Health Sciences.
FINCHER, Ruth-Marie E, WALLACH, Paul M, RICHARDSON, W Scott. 2009. “Basic Science Right, not Basic Science Lite: medical education at a crossroad”, in: Journal of General Internal Medi-cine, 24:11, S. 1255–1258.
GESELLSCHAFT FÜR MEDIZINISCHE AUSBILDUNG; MEDIZINISCHER FAKULTÄTENTAG E. V.; VEREINIGUNG DER HOCHSCHULLEHRER FÜR ZAHN- MUND- UND KIEFERHEILKUNDE. 2015. „Nationaler Kompetenz-basierter°Lernzielkatalog°Medizin.“°(http://www.nklm.de/kataloge/nklm/lernziel/uebersicht ; Zugriff: 31.07.2018).
HEALEY, Mick, JENKINS, Alan. 2009. Developing students as researchers. Heslington: The Higher Education Academy.
HOFSTEIN, Avi, LUNETTA, Vincent N. 2004. „The laboratory in science education: Foundations for the twenty‐first century“, in: Science Education, 88:1, S. 28–54.
HUBER, Ludwig. 2009. Warum Forschendes Lernen nötig und möglich ist. Bielefeld: Universitätsver-lag Webler.
JENKINS, Alan, BREEN, Rosanna, BREW, Angela, LINDSAY, Roger. 2003. Reshaping Teaching in Higher Education: Linking Teaching with Research. Hove: Psychology Press.
KAUFMANN, Dorothea, EGGENSPERGER, Petra. 2017. Gute Lehre in den Naturwissenschaften. Der Werkzeugkasten: Gut. Schnell. Erfolgreich. Heidelberg, Berlin: Springer.
REID, Norman, SHAH, Iqbal. 2007. „The Role of Laboratory Work in University Chemistry. in: Chem-istry Education Research and Practice“, 8:2, S. 172–185.
ROBERTSON, Katherine. 2012. „A Journal Club Workshop that Teaches Undergraduates a Systematic Method for Reading, Interpreting, and Presenting Primary Literature“, in: Journal of College Science Teaching, 41:6, S. 25–31.
SCHILSKY, Richard L. 2014. „Implementing Personalized Cancer Care“, in: Nature Reviews Clinical Oncology, 11:7, S. 432–438.
SVINICKI, Marilla D., MCKEACHIE, Wilbert J. 2011. „Experiential Learning: Case-based, problem-based, and reality-based“, in: Teaching Tips: Strategies, research and theory for college and university teachers, 13. Auflage. Belmont: Wadsworth Cengage Learning.
UNIVERSITY OF PITTSBURGH SCHOOL OF MEDICINE OFFICE OF MEDICAL EDUCATION. 2018. „Neoplasia and°Neoplastic°Disease“°(https://catalog.upp.pitt.edu/preview_course_nopop.php?catoid=136&coid=740205; Zugriff 08.12.2020).
Published
2020-12-15
Language
German
Type, method or approach
text
Keywords
research-oriented teaching, Research-based Learning, medical school, constructivist teaching and learning
