Forms of Teaching

  Forms of Teaching UKA Photo Department  

... in the Aachen Course of Study in Medicine

The modern education of students in medicine places focus on two aspects. Practical orientation in lessons early on consistently offers students a meaningful context for content learned, including natural science content. This continuously motivates students and promotes the memorization of teaching content. The Aachen model course of study in medicine's strategy thus incorporates clinical content into lessons starting during the first year. This content is taught in interdisciplinary courses in the form of lectures, seminars, practicals, etc. The form of teaching is selected based on the learning goals.

The medical didactics and curriculum also focus on students and their needs in lessons. Through active work, students can internalize the knowledge taught for the long term and sustainably attain the set learning goals. Instructors at the faculty continue to educate themselves in the field of medical pedagogoy in order to meet the demands of an effective education of young physicians.

  Two medical students in a lab RWTH Press Office Practical during the Aachen model course of study in medicine

Lectures

for all students in the respective course of study take place in a lecture hall. All students take the lecture together. Lectures offer a systematic overview of a certain field of knowledge, introduce students to the respective couse content, and facilitate basic knowledge accompanying a practical. Based on the generally high number of participants, this type of course is typically teacher-centered. Patients are also presented in lectures with a clinical reference.

Practicals

are conducted in groups of up to 20 students depending on the subject. Course material is comprehensively or exemplerarily advanced or taught in practicals through observation, for example at a lab table, microscope, of a corpse, at the computer, or in conversation, and through examination of fellow students. Typically one lecturer supervises each group. There are also additional student tutors available in many practicals, who have already successfully completed the corresponding practical. This makes it possible to have continuous interaction in the practicals between instructors and students and to actively learn the course material.

Seminars

serve to advance the knoweldge acquired in lecturse and practicals in groups of up to 20 students. Through student presentations and conversations, students' ability to dialogue with each othe, student tutors and lecturers is promoted as well as to actively and critically deal with the material. Seminars support students' grasp of complex relationships above all else.

POL Seminars

use a problem-oriented learning method. After an introduction to a specific topic or organ system students meet in small groups of ten with a tutor and work on medical problems set in the curriculum both independently as well as in moderated conversations. POL seminars are implemented starting in the third semester in system blocks as additional teaching and learning methods.

 

Examination Courses

help students become familiar with examination techniques and diagnosis processes in medicine. Students practice the different examination techniques among each other at the beginning. In the second step the examine patients under medical supervision in groups of three or less.

Patient Demonstrations in Sickbeds

provide students with the possibility to observe real, clinical situations and to learn in them. Instructors guide students in the examination of patients, support them in reaching diagnoses, and supervise doctor-patient communication between the students and patients. At the same time students can observe instructors as role models and obtain ideas and motivation for developing their own professional identity. Instruction at sickbeds takes place in groups of up to three students in the University Hospital departments.

 

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