Zusammenfassung
Das Ziel allen Lernens in der Medizin ist eine optimale Betreuung der Patienten durch den Arzt und seine Helfer. Es ist heute als Prinzip anerkannt, daß das Lernen in vollem Bewußtsein erfolgen soll, nur so kann es gesteuert und verbessert werden. Dies gilt auch für die Lehre, die nicht mit Lernen gleichzusetzen ist. Mit einer Vermittlung des Wissens wird vom Hörer nicht die Fähigkeit zu seiner Anwendung erworben.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Literatur
Accreditation Council for Graduate Medical Education (1991) Directory of Graduate Medical Education Programs. Am Med Assoc, Chicago IL
Ackerknecht EH (1967) Medicine at the Paris Hospital 1794–1748. The Johns Hopkins Press, Baltimore MD
Association of American Medical Colleges (1987) Medical Student Graduation Questionaire 1987 Summary Report for all Schools. Association of American Medical Colleges, Washington DC
Balla JI, Edwards H (1986) Evaluation of an introductory course in neurology. Clin Exp Neurol 22: 133–138
Barrows HS (1986) A taxonomy of problem-based learning methods. Med Educ 20: 481–486
Beck AL (1986) Using structured medical information to improve students’ problem-solving performance. J Med Educ 61: 749–756
Boerhaave H (1715) De comparando certo in physicis. van der As, Leiden
Boerhaave H (1724) Atrocis, Nec Descripti Prius, Morbi Historia. Boutesten, Leiden
Brautigan MW (1984) A systematic approach to research curricule for emergency medicine residencies. J Emerg Med 1: 459–464
Cannon WB (1900) The Case method of teaching systematic medicine. Boston Med Surg J 142: 31–36
Cohen A, Cohen R (1990) Development of competence in clerkship. Med Teach 12: 47–55
Colliver JA, Vu NV, Markwell SJ, Verhulst SJ (1991) Reliability and efficiency of components of clinical competence assessed with five performance-based examinations using standardized patients. Med Educ 25: 303–310
Comenius JA (1657) Opera Didactica Omnia (Nachdruck 1957, Prag, Acad. Sci. Bohemosl.) Varus hucusque occasionibus scripta, diversisque locis edita: nunc autem non tantum in unum, ut simul lint, collecta, sed & ultimo conatu in Systema unum mechanice constructum, redacta. De Geer, Amsterdam
Coughlin LD, Patel VL (1987) Processing of critical information by physicians and medical students. J Med Educ 62: 818–828
DeleBoe Sylvius F (1681) Medicinae Practicae In Academia Lugduno-Batava Professoris, Opera Medica: Collegium Nosocomicum P 709–737. Samuel de Tournes, Geneva
Dunnington G, Witzke D, Rubeck R, Beck A, Mohr J, Putnam C (1987) A comparison of the teaching effectiveness of the didactic lecture and the problem-oriented small group session: a prospective study. Surgery 102: 291–296
École de Santé de Montpellier (1795) Programmes des cours d’enseignement dans l’école de santé de Montpellier Imprimes par ordre du Comite d’instruction publique da la Convention nationale. Du 21 germinal, an Ille de la Republique. Imprimerie des Sciences et Arts, Paris
Editorial (1991) Ärzte ohne „Dr. med.“. Dtsch Ärztebl 88:C-2133
Erp Taalman Kip EH van, Rossurn HIM van (1990) An educational bank of acute patient cases. In: Bender W, Hiemstra RJ, Scherpbier AJJA, Zwierstra RP (eds) Teaching and assessing clinical competence. Boekwerk, Groningen, pp 543–545
Eulner H-H (1968) Historische Aspekte zu aktuellen Fragen des Medizinstudiums. Med Histor J (Hildesh) 3: 180–194
Fafard J, Snell L (1989) Reading Habits of House-staff: what, where and why. Med Teach 11: 279–283
Ferrier BM, Woodward CA (1987) Career choices of McMaster University medical graduates and contemporary Canadian medical graduates. Can Med Assoc J 1987 Jan 1 136: 39–44
Fischer G (1978) Chirurgie vor 100 Jahren Historische Studien über das 18. Jahrhundert aus dem Jahre 1876 (Reprint). Springer, Berlin Heidelberg New York
Flexner A (1912) Medical education in Europe. Carnegie Foundation, New York, NY
Flexner A (1930) Universities: American English German/With a new introduction by Clark Kerr (Reprint 1968 of 1930 edition). Oxford University Press, London Oxford New York
Frank JP (1812) Supplement-Bände zur medicinischen Polizey, oder Sammlung verschiedener, in diese Wissenschaft einschlagender, eigener Aufsätze: Erster Band. Cotta, Tübingen
Fuchs U, Autenrieth R (1988) Sequentielle Fallsimulation als Übungen zur Vorlesung. Med Ausb 5: 125–129
Fuchs U, Renschler HE (1988) Praxisnähere Ausbildung in Gynäkologie und Geburtshilfe durch den Einsatz von schriftlichen Fallsimulationen. Gynäkol Geburtshilfe 2. 7–13
Grant J, Marsden P (1987) The structure of memorized knowledge in students and clinicians: an explanation for diagnostic expertise. Med Educ 21: 92–98
Grant J, Marsden P (1988) Primary knowledge, medical education and consultant expertise. Med Educ 22: 173–179
Heale J, Davis D, Norman G, Woodward C, Neufeld V, Dodd P (1988) A randomized controlled trial assessing the impact of problem-based versus didactic teaching methods in CME. Proc Annu Conf Res Med Educ 27: 72–77
Hendelmann WJ, Boss M (1986) Reciprocal peer teaching by medical studentes in the gross anatomy laboratory. J Med Educ 61: 674–680
Hering P, Gunzburger LK, Loesch T, Langbein M (1989) An experiment involging reading assignments in a medicine clerkship. Acad Med 64: 168–169
Hesketh B, Andrew S, Chandler P (1989) Opinion-training for transferable skills: The role of examples and schema. ETTI 26: 156–165
Hessen PAW van, Verwijnen GM (1990) Does problem-based learning provide other knowledge? In: Bender W, Hiemstra RJ, Scherpbier AJJA, Zwierstra RP (eds) Teaching and assessing clinical competence. Boekwerk, Groningen, pp 445–451
Infratest Gesundheitsforschung (1987) Untersuchung über die Anforderungen an eine ordnungsgemäße ärztliche Ausbildung und über die tatsächliche Situation in der ärztlichen Ausbildung. Infratest Gesundheitsforschung, München
Irrgang D (1987) Aspekte der Ausbildung des Mediziners im deutschsprachigen Kulturraum zwischen 1872 und 190: anhand von Selbstzeugnissen deutscher Ärzte. Dissertation, Medizinische Fakultät Bonn
Keck RW (1991) Erziehen und Unterrichten als Beruf. In: Roth Leo (Hrsg) Pädagogik: Handbuch für Studium und Praxis. Ehrenwirt, München, 958–972
Köpke R (1860) Die Gründung der Königlichen Friedrich-Wilhelm-Universität zu Berlin. Berlin. Neudruck 1981, Scientia, Aalen
Leigh H, Reiser MF (1986) Comparison of theoretically oriented and patient-oriented behavioral science courses. J Med Educ 61: 169–174
Lernau OZ (1989) Problem-solving instruction during the clinical clerkship: description and preliminary evaluation of a programme. Med Educ 23: 179–183
Levenkron JC, Greenland P, Bowley N (1990) Teaching risk-factor counseling skills a comparison of two instructional methods. Am J Prey Med 6: 29–34
Lindeboom GA (1968) Herman Boerhaave: The Man and his Work, Methuen, London
Littlemeyer MH (Edit) (1984) Physicians for the Twenty-First Century: The GPEP Report. Report of the panel on the General Professional Education of the Physician and College Preparation for Medicine. Assoc. American Medical Colleges, Washington DC
Locke J (1693) Some thoughts concerning education. Churchill, London
Lockyer J, Jennet P, Parboosingh J, Maes W (1988) Raising questions in clinical practice. J Cont Educ Health Prof 8: 21–26
Lohse H (1984) Der Tausch mit medizinischen Dissertationen an den Universitätsbibliotheken der Bundesrepublik Deutschland Ergebnisse einer Umfrage, einer Ausleihanalyse an der UB Bonn und Vorschläge fair ein zukünftiges Vorgehen. ZfBB 31: 19–29
Marquis Y, Chaolli J, Bordage G, Chabot J-M, Leclere H (1984) Patient-management problems as a learning tool for the continuing medical education of general practitioners. Med Educ 18: 117–124
Martenson D, Erikson H, Ingelman-Sundberg M (1985) Medical chemistry: evaluation of active and problem-oriented teaching methods. Med Educ 19: 34–42
McLeod PJ (1989) Assessing the value of student case write-ups and write-up evaluations. Acad Med 63: 273–274
Mennin SP, Martinez-Burrola N (1986) The cost of problem-based vs traditional medical education. Med Educ 20: 187–194
Michener JL, Parkerson GR Jr, Munning KA, Warburton SW, Bobula JA, Estes EH Jr (1985) Development and modification of a required family medicine clerkshop. J Med Educ 60: 764–771
Nash PP, Schwartz RW, Middleton JL, Witte FM, Young B (1991) A student-centered problem-based surgery clerkship. Acad Med 66: 415–417
Naunyn B (1925) Erinnerungen, Gedanken und Meinungen. Bergmann, München
Newble DI, Hoare J, Sheldrake PF (1980) The selection and training of examiners for clinical examinations. Med Educ 14: 345–349
Newble DJ, Clarke RM (1986) The approaches to learning of students in a traditional and in an innovative problem-based medical school. Med Educ 20: 267–273
Nooman ZM, Schmidt HG, Ezzat ES (eds) (1900) Innovation in medical education: An evaluation of its present status. Springer, New York NY
Norman GR (1991) The Fall and Rise of the Art of Teaching. Pedagogue (Hamilton, ON) 3, No 2: 1–4
Norris J (1986) Teaching communication skills: effects of two methods of instruction and selected learner characteristics. J Nurs Educ 25: 102–106
Patel VL, Evans DA, Kaufman DR (1990) Reasoning strategies and the use of biomedical knowledge by medical students. Med Educ 24: 129–136
Patel VL, Groen GJ, Frederisken CH (1986) Differences between medical students and doctors in memory for clinical cases. Med Educ 20: 3–9
Patel VL, Groen GJ, Norman GN (1991) Effects of conventional and problem-based medical curricula on problem solving. Acad Med 66: 380–389
Patel VL, Groen GJk Scott HM (1988) Biomedical knowledge in explanations of clinical problems by medical students. Med Educ 22: 398–406
Peplow PV (1991) Performance of medical students in case-based and essay components of written anatomy examinations. Med Educ 25: 287–292
Reichardt R (Hrsg) PLOETZ: Die franzäsische Revolution. Ploetz, Freiburg Wörzburg
Renschler H (1991) Wissenschaft-fräh erfahren. Dtsch ürztebl 88:A-2042
Risse GB (1986) Hospital life in Enlightment Scotland: Care and teaching at the Royal Infirmary of Edinburgh. In: Webster C, Rosenberg C (eds) Cambridge University Press, Cambridge London
Röhrs H (1977) Die progressive Erziehungsbewegung (Die Reformpädagogik als internationale Bewegung). Schroedel, Hannover
Roser K (1892) Wilhelm Roser: Ein Beitrag zur Geschichte der Chirurgie. Bergmann, Wiesbaden
Ross JM, Walter JM, Malenka DJ, Reilly B, Moorewest M (1989) A new approach to preparing students for academic medicine. Med Educ 23: 265–269
Rossum HJM van, Briet E, Bender W, Meinders AE (1900) The transfer effect of one single patient demonstration on diagnostic judgement of medical students: both better and worse. In: Bender W, Hiemstra RJ, Scherpbier AJJA, Zwierstra RP (eds) Teaching and assessing clinical competence. Boekwerk, Groningen, pp 435–440
Schjerning (1895) Zum 2. Dezember 1895. Erinnerungsbilder zur 100jährigen Stiftungsfeier des medicinisch-chirurgischen Friedrich Wilhelm-Instituts. Deutsch Med Wochenschr 21: 814–817
Schmidt HG, Dauphinee WD, Patel VL (1987) Comparing the effects of problem-based and conventional curricula in an international sample. J Med Educ 62: 305–315
Scura G, Davidoff F (1981) Case-related use of the medical literature: Clinical librarian services of improving patient care. JAMA 245: 60–63
Seraj MA, Naguib M (1990) Cardiopulmonary resuscitation skills of medical professionals. Resuscitation 20: 31–39
Shahabudin SH (1987) Content coverage in problem-based learning. Med Educ 21: 310–313
Sprengel (1911) Zur Frage des „praktischen Jahres“ der Mediziner. Dtsch Med Wochenschr 37: 599–601
Stritter FT, Flair MD (1980) Effective clinical teaching. National Medical Audiovisual Center, Bethesda, Maryland
Thomas MS, Renschler HE (1989) Bewertung der ärztlichen Ausbildung an der McMaster Universität, Kanada, anhand des Konzepts der „Fallmethode“. Klin Wochenschr 67: 421–430
Thomson AN (1990) Case specificity of performance with simulated patients. N Z Med J 103: 372–374
Tolnai S (1991) Lifelong learning habits of physicians trained at an innovative medical school and a more traditional one. Acad Med 66: 425–426
Wesiak W (1984) Die Balint-Methode in der ärztlichen Weiterbildung-Was kann der Arzt in der Balint-Gruppen-Arbeit lernen? In: Schüffel W, Fassbender CF (Hrsg) Fortbildung für Ärzte-Beiträge aus der psychosomatischen Medizin. Springer, Berlin Heidelberg New York 91–98
Wilson LA (1983) The medical record as a teaching medium. Age Ageing Suppl 30–35
Woolliscroft JO, Calhoun JG, Beauchamp C, Wolf FM, Maxim BR (1984) Evaluating the medical history: observation versus write-up review. J Med Educ 59: 19–23
Ziemssen H von (1879) Ueber die Aufgaben des klinischen Unterrichts und der klinischen Institute. Dtsch Arch Klin Med 23: 1–22
Ziemssen H von (1874) Ueber den klinischen Unterricht in Deutschland. Dtsch Arch Klin Med 13: 1–20
Ziemssen H von (1898) Ueber den medicinisch-klinischen Unterricht. Verh Dtsch Ges Inn Med 16: 11–28
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1992 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Renschler, H. (1992). Vermittlung problemorientierter Inhalte des Fachgebietes Chirurgie. In: Schweiberer, L., Izbicki, J.R. (eds) Akademische Chirurgie. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-77569-7_4
Download citation
DOI: https://doi.org/10.1007/978-3-642-77569-7_4
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-55555-1
Online ISBN: 978-3-642-77569-7
eBook Packages: Springer Book Archive