What understanding of economics do medical students have?

• Main Authors: Spura, Anke, Werwick, Katrin, Robra, Bernt-Peter, Stallmann, Christoph, March, Stefanie, Ladebeck, Nadine, Braun-Dullaeus, Rüdiger, Stieger, Philipp
• Format: Article
• Language: deu
• Published: German Medical Science GMS Publishing House 2019-08-01
• Series: GMS Journal for Medical Education
• Subjects: health economics; economization; medical education; medical students; qualitative research
• Online Access: http://www.egms.de/static/en/journals/zma/2019-36/zma001249.shtml

Introduction: Economic topics appear in the medical studies curriculum at different times. Despite socio-political relevance, there is hardly any information about the degree of understanding that medical students have of “economics in medicine”. The present study addresses the questions: What understanding of “economics in medicine” do medical students have before the start of the Practical Year? To what extent is economic teaching content understood as “economization” from outside the profession?Method: Magdeburg medical students in the 5 year of study, who participated in preparatory seminars for the Practical Year (PY) in 2014 and 2015 (60 participants each), assessed the relevance of various seminar topics four months prior to the start of the semester. On the basis of a three-stage qualitative-reconstructive partial evaluation, students’ economic understanding is explored through secondary analysis: Results: Based on the theory, 19 free-text answers with economic reference were identified from the total of all free-text answers. Each answer was assigned to at least one of a total of six themes of the students’ understanding of economics: The theoretical model contains social, praxeological and professional references, which can themselves be ambivalent and conflicting.Conclusion: Despite their critical attitude, the surveyed medical students are neither hostile to economics nor do they regard economics in medicine as a taboo subject. Economic learning content is recognized as relevant. Educational formats that tackle the tension between patient and system orientation in a problem-oriented manner can be a productive setting for economic reflection.