| Summary: | Objective: The presentation and discussion of the content, methodology and evaluation results of a course on “Risks and Errors in Medical Science”, adopting an integrated approach for the teaching of ethical, legal and communicative aspects.Method: Written, structured evaluation using the adapted evaluation form “Evasys” as well as open questions on positive and negative aspects of the course and assessment of the effects thereof from the participants’ viewpoint. The free text responses are evaluated according to the principles of qualitative content analysis.Results: Thirty-two from thirty-six participants (88.9%) evaluated the course in written form. The value for the global assessment of the course is a 1.7 (1=very good, 6=unsatisfactory). The self-assessed learning success was evaluated with a 1.9. In the qualitative analysis of the free text answers the case orientated teaching, the use of simulated patients as well as the legal content and the ethical models of the doctor-patient relationship were evaluated positively. Negative aspects of the course were, among other things, the weighting of the contents and the limited amount of time allotted. Impacts and changes were identified by the students in terms of knowledge of legal aspects, reflection on their own action and the training and further development of communication aptitudes. The students saw the relevance of the course for their studies especially in the supplement to the compulsory curriculum as well as in the significance of the content of medical law. Conclusions: The experience of the authors and the written evaluation results show that the concept of integrated teaching can be implemented in medical studies and that it is predominantly evaluated positively. The primary challenges are the weighting of the different contents and methods as well as the comparatively high demand for coordination among representatives of various disciplines.
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