Zeitschrift für Hochschuldidaktik Nr. 1999/2
Medicine Study 2000
Alternatives for Learning and Assessment, Teaching and Evaluation
Florian EITEL | Arthur TESCHE (Munich, Germany)
Learning medical competence - Physician heal thyself!
Summary
There is a broad consensus that the kind of didactic learning students experience in traditional curricula does not focus on developing knowledgeable, empowered, autonomous selfmotivated personalities. This shortcoming requires remedy. Many educators advocate a radical revision of teaching and learning in medical education. The problem is, how to manage intended curricular changes.This article deals with conceptualisation of curricular revision using a narrative approach to summing up our experiences with curricular reform and drawing conclusions from that in order to provide a framework for planning curricular change.
For enabling change in medical education we would propose an innovative curricular format called "Evidence-Based Learning "which resembles quality circle work. It is described in more detail in this article.
We have evidence that creating an instructional environment that fosters students 'experiences of autonomy, selfefficacy and competence, motivates students intrinsically to undertake in-depth studies which depend upon students ' perception of autonomy and selfefficacy, and feelings of competency and mastery.
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