title: [Medical education in crisis].
abstract: BACKGROUND
  The controversy about the value of current undergraduate medical education in Germany.
  
  
  OBJECTIVE
  Are there empirical data about economic evaluation undertaken to investigate the value of medical education?
  
  
  METHODS
  Case study. Literature review with MedLine.
  
  
  METHODS
  Utility of the curriculum, indicated by (1) prevalence of vocational demands reflected in the curriculum content; (2) students' performance as MDs; (3) student's dissertation rate; (4) synthesis of basic sciences, clinical sciences and practical work; (5) mentoring provided by faculty; and (6) cost-benefit analyses.
  
  
  RESULTS
  1. Selection bias of clinical education: only 3% of the incidence of diseases are seen in university hospitals, the main educational experience in Germany. 2. No objective performance data available in Germany. 3.91% of the students wish wo write a dissertation, but only 38% of the graduates, by their third year, have attained that goal by receiving the title Dr. med. 4. Practical education in GP practice in the US and UK starts in the students' 1st year; in Germany, in the 4th year. 5. More mentoring is desired by 66% of the students. 6. No German cost-benefit analyses could be retrieved.
  
  
  CONCLUSIONS
  We face a quantifiably severe crisis in medical education. An approach to quality management, of which economic evaluation is an integral part, would be suitable to improve teaching quality.
authors.affiliation: Chirurgische Klinik und Poliklinik, Klinikum Innenstadt, Ludwig-Maximilians-Universität München.
authors.forename: F
authors.initials: F
authors.lastname: Eitel
mesh_terms: D003362:Cost-Benefit Analysis; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000191:economics*; D005858:Germany; D006801:Humans; D009313:National Health Programs / Q000191:economics*; D011785:Quality Assurance, Health Care / Q000191:economics
vernacular_title: Medizinische Ausbildung in der Krise.