[Teaching methods in anesthesia and intensive care medicine. The new legislation and its possibilities for the specialty].
BACKGROUND
As of October 1, 2003, a new government-initiated legislative basis for undergraduate medical education was initiated in Germany which resulted in substantial changes to the structure of the medical curriculum and in a heightened teaching load.


METHODS
The Medical Faculty of the University of Dresden established an interdisciplinary reform curriculum in 1998. Since then a hybrid model of traditional lectures, seminars, practical and problem-based learning courses has been implemented for all courses in undergraduate medical training (Dresdener Integrated Problem-based Learning: DIPOL).


RESULTS
Examplarly for all other DIPOL courses, the 2003 evaluation results of the "Emergency medicine-Injuries-Intensive care medicine" are presented and show that the course was very well received by students and tutors, and that 95% of the students passed the exams.


CONCLUSIONS
The DIPOL anesthesiology course conforms with the new German federal law. A continuous further evaluation is an essential part of quality control and is necessary for the further development of a new curriculum.
Stehr
S N
SN
Klinik und Poliklinik für Anästhesiologie und Intensivtherapie, Universitätsklinikum Carl Gustav Carus, Dresden. sebastian.stehr@gmx.de
Müller
M
M
Frank
M D
MD
Grass
R
R
Rammelt
S
S
Dieter
P
P
Hetze
A-M
AM
Koch
T
T
Ragaller
M J R
MJ
D000776:Anesthesiology / Q000193:education* / Q000331:legislation & jurisprudence; D003422:Critical Care; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000331:legislation & jurisprudence; D004635:Emergency Medicine / Q000193:education*; D005858:Germany; D018794:Problem-Based Learning; D013663:Teaching