Table 2 Most commonly mentioned suggestions for improvements of scientific training in medical curricula
From: The importance of scientific competencies in German medical curricula - the student perspective
Students should have more freedom of choice | “Personally, I am less interested in experimental scientific practice, nevertheless courses should be offered to interested students as an optional choice with an adequate level of intensity.” |
|---|---|
Improvement of practical aspects of the training | “Please don’t overload the medical studies further with scientific work. Patient care should be prioritized over scientific research.” “Physician and researcher are different occupations! Rather provide physicians with soft skills and interacting with people and give researchers their own studies.” |
Limit the medical curricula to the “essential” | “If scientific research is introduced into medical studies, the curriculum would have to be reduced. […] I think that many students would appreciate working on scientific research they are interested in, rather than agonize over enormous amounts of study matter.” |
Critical interpretation of publications should be emphasized | “Comprehension and accurate interpretation of scientific research should be more important than conducting research independently.” “Interpreting study data (recognize good/bad quality), know how to access data bases for evidence based medicine for the clinical practice.” |
Better supervision of scientific projects is required | “Good support is essential. […] Sadly, you are often left alone with your problems and get exploited as a student in scientific work instead of being encouraged.” |
More interactive teaching formats are required | “A medical student memorizes far too much without questioning it. The discourse of medical teachers and students and also between students could be promoted through more interactive methods of teaching.” “I would not like to have more teaching, but self-reliant learning and classes with focus on student-centered activities should be promoted. Our studies are based on too much frontal teaching with power point. Discussion and direct application would have a greater effect.” |