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Unique program enables LMU students to be change leaders
Since 1996, Ludwig Maximilians University (LMU) in Munich has supported a unique program that gives a group of top medical students the opportunity to design a new component of the LMU curriculum while participating in clerkships at Harvard Medical School-affiliated teaching hospitals. More than 70 students have participated in the program since its inception, and the results of their work have helped to reshape undergraduate medical education at LMU.
The curriculum design program has received strong support from LMU faculty and made the Harvard-LMU student program one of the most highly valued exchange opportunities among the German institution’s medical students. Not only do they leave Boston with valuable experience in curriculum design, project planning, and collaboration, but their efforts lead to real change at LMU, where their projects have been realized and integrated into the medical curriculum.
The students’ contributions include a book on the fundamentals of history-taking and physical examination that is used throughout Germany, courses on ambulatory care and evidence-based medicine, and a new structure for the sixth year of study, known in Germany as the practical year. Students have also developed a concept for the integration of basic sciences and clinical medicine in the first two years of the curriculum, and an online portfolio system designed to encourage reflection and critical analysis to help students chart their professional and career development.
The 2008 student group developed a new review course designed to help students to prepare for Germany’s new final medical state examination. Until recently, students completed a series of three examinations; now they are tested just once, with the new examination covering a tremendous amount of knowledge. A survey conducted at LMU revealed a lack of comfort with the new exam, with many students feeling unprepared.
The so-named LMU-Statsexamens-Repetitorium, or LMU-STAR, is intended to help students prepare for the state examination by reviewing, synthesizing, and applying the student’s clinical and theoretical knowledge. LMU-STAR includes a longitudinal course conducted over the entire practical year, as well as a compact course designed to provide an intensive review shortly before the examination. The LMU student group also developed self-study modules incorporating podcasts, patient simulation exercises, and other computer-based tools to accommodate those unable to attend the longitudinal or compact courses.
In July the group presented the project to LMU faculty by videoconference and received enthusiastic feedback.
“These are very mature students and their organizational skills are excellent. They are sincerely interested in learning about medical education, in addition to their clinical experiences in the hospitals, and in bringing new ideas back to LMU. It is always a pleasure to work with them,” said Dr. Miriam Wetzel, who served as co-director of this year's curriculum project, along with Dr. Gordon Harper.
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