The Aachen model study course in medicine – development and implementation. Fifteen years of a reformed medical curriculum at RWTH Aachen University

• Main Authors: Simon, Melanie, Martens, Annika, Finsterer, Sonja, Sudmann, Sandra, Arias, Johann
• Format: Article
• Language: deu
• Published: German Medical Science GMS Publishing House 2019-10-01
• Series: GMS Journal for Medical Education
• Subjects: curriculum development; reformed curricula; problem-based learning
• Online Access: http://www.egms.de/static/en/journals/zma/2019-36/zma001268.shtml

Objective: The Aachen model study course in medicine was developed in response to a negative appraisal of the Faculty of Medicine of the RWTH Aachen University by the Science Council in 2000. The aim is to create graduates who are capable of further training and can work in evidence-based and patient-centered health care while incorporating scientific findings. Methodology: In 2003 the medical degree was fully switched over to the model study course format. This means an annual cohort size of about 280 students. These go through a modularized and integrated curriculum, which is designed as a learning spiral. This requires a special interdisciplinary collaboration of teachers and curriculum planners. In addition to the modules, longitudinal elements such as workplace-based examinations, communication or practical skills are embedded in the curriculum.Results: The state exam results of the Aachen graduates have already improved significantly even for the first cohort and the university has been able to maintain an almost uninterrupted high level from 2008 to 2018. The students satisfaction with the model course is not only evident in the student course assessment and qualitative group discussions but also in various national rankings. Conclusion: The complete redesign of the course starting from the first semester onwards posed major challenges for all those involved in the faculty. The implementation of a completely reformed curriculum, such as the model study course, can only succeed through constructive cooperation of the various stakeholders at a faculty. The reorientation was able to address the major flaws of the 2002 report by the Science Council, student dissatisfaction and the poor performance in the nationwide state exams.