[Medical teaching and humanistic-communicative aspects: two step-children of quality evaluation. An example of a compact teaching experiment with integrated final examination shows better results].
Evaluation of teaching regarding the humanitarian communicative aspect can not take place without controls. However, isolated controls without other evaluative measures are irrational instruments. This specially holds true for final exams. It seems important to use methods of evaluation which at the same time improve the quality and do not in the negative sense (like a final exam) knock out and disqualify (Tab. 2). We can give some examples out of daily routine which--alas--are very wide reaching. The humanitarian communicative factor, which is an integrative part of medicine very badly is strongly disregarded in favour of educating towards a mechanistic apparatschikway, namely in medical education, carrier, supervision of hospitals. We need strong good will for reformation! We do not only raise postulates here but can show an example of a teaching experiment, where students were put in small groups for intensive teaching with an integrated final exam. This was possible without more costs, but with more human engagement on the side of the teachers.
Barolin
G S
GS
Osterreichisches Kuratorium für ärztliche Ausbildung, Fort- und Weiterbildung, Ludwig-Boltzmann-Institut für Neuro-Rehabilitation und -Prophylaxe, Feldkirch-Tisis.
D000533:Altruism; D003142:Communication; D004501:Education, Medical; D004521:Educational Measurement; D005858:Germany; D015397:Program Evaluation; D011786:Quality Control; D013663:Teaching / Q000379:methods* / Q000592:standards
Die medizinische Lehre und der humanitär-kommunikative Bereich: zwei Stiefkinder der Qualitätssicherung. Beispiel Kompaktlehrversuch mit integriertem Rigorosum zeigt, dass es auch anders gehen kann.