title: [Integrated skills laboratory concept for undergraduate training in internal medicine].
abstract: OBJECTIVE
  An amendment to the German medical curriculum in April 2002 will place basic practical skills at the centre of medical training. We report here on the implementation and evaluation of an obligatory, tutor-guided, and integrated skills laboratory concept in the field of internal medicine.
  
  
  METHODS
  To test the effectiveness of a skills laboratory training on OSCE performance a pilot study was carried out. The experimental group, of 77 students, participated in seven sessions of communication training, skills laboratory training, and bedside teaching, each lasting one and a half hours. The control group of 66 students had as many sessions but was only offered bedside-teaching. The evaluation of acceptance of skills' training as well as the related increase in individual competence is on-going (summer term 2004: n = 176 students).
  
  
  RESULTS
  The integrated skills laboratory concept was rated at 3.5 (SD = 1.2) on a 5-point scale and was acknowledged as practice-oriented (M = 4.2; SD = 1.0) and relevant for doctors' everyday lives (M = 3.6; SD = 1.1). Increased levels of competence according to individual self-evaluations proved to be highly significant (p<.001), and results of the pilot study showed that the experimental group had a significantly better OSCE performance than the control group (p<.001).
  
  
  CONCLUSIONS
  This pilot study shows that curriculum changes promoting basic clinical skills are effective and lead to an improved practical education of tomorrow's physicians. The integrated skills laboratory concept is well accepted and leads to a relevant increase in competence in the practice of internal medical. The presented skills laboratory concept in internal medicine is proving to be a viable and efficient learning tool.
authors.affiliation: Abteilung für Allgemeine Klinische und Psychosomatische Medizin, Medizinische Universitätsklinik Heidelberg. christoph_nikendei@med.uni-heidelberg.de
authors.forename: C
authors.initials: C
authors.lastname: Nikendei
authors.forename: T
authors.initials: T
authors.lastname: Schilling
authors.forename: P
authors.initials: P
authors.lastname: Nawroth
authors.forename: M
authors.initials: M
authors.lastname: Hensel
authors.forename: A D
authors.initials: AD
authors.lastname: Ho
authors.forename: V
authors.initials: V
authors.lastname: Schwenger
authors.forename: M
authors.initials: M
authors.lastname: Zeier
authors.forename: W
authors.initials: W
authors.lastname: Herzog
authors.forename: D
authors.initials: D
authors.lastname: Schellberg
authors.forename: H A
authors.initials: HA
authors.lastname: Katus
authors.forename: T
authors.initials: T
authors.lastname: Dengler
authors.forename: W
authors.initials: W
authors.lastname: Stremmel
authors.forename: M
authors.initials: M
authors.lastname: Müller
authors.forename: J
authors.initials: J
authors.lastname: Jünger
mesh_terms: D000328:Adult; D016022:Case-Control Studies; D002983:Clinical Competence; D004504:Education, Medical, Undergraduate / Q000379:methods* / Q000592:standards; D005260:Female; D005858:Germany; D006801:Humans; D007388:Internal Medicine / Q000193:education*; D008297:Male; D010865:Pilot Projects; D018794:Problem-Based Learning / Q000379:methods* / Q000592:standards; D011795:Surveys and Questionnaires