AMEE Berlin 2002 Programme

were also asked whether they thought the objectives
were relevant. The questionnaire was sent to all 743
members who had been registered in 1999 (they had
been working for approximately 3-4 years). More than
90% replied to the questionnaire. This is the first time
a survey including all doctors from all six universities
Session 2L Multiprofessional education
2L1 Interprofessional learning: the New
Generation Project
Debra Humphris* and Chris Stephens*
The Department of Medical Education, Office of School of
Medicine, University of Southampton, MP 801 Level C, South
Academic Block, Southampton General Hospital, Southampton,
SO16 6DY, UK
At the University of Southampton the undergraduate
BM course takes place within a multiprofessional
Faculty of Medicine, Health and Biological Sciences,
which includes the School of Nursing and Midwifery,
the School of Health Professions and Rehabilitation
Sciences and the School of Biological Sciences. The
rich mix of professional programmes within the Faculty
has led over the past decade to numerous developments
in interprofessional learning and practice. The Faculty’s
commitment to building on its experience of
interprofessional learning is reflected in its strategic
plan, and the establishment of the New Generation
Project. This bold project will enable the Faculty to
demonstrate its contribution to the modernisation of
education and training for the health and social care
workforce. The process of these changes within a large
educational organisation will be explored and
discussed.
2L2 “Walking in the moccasins of
others”: reflections on a new
initiative to bring the real world of the
patient into the medical curriculum
Lyn Brown
University of Liverpool, Community Studies Unit, Department
of Primary Care, Whelan Building, Quadrangle, Brownlow Hill,
Liverpool L59 3GB, UK
Community Placements are an essential feature of the
Liverpool University Undergraduate Medical
Curriculum. They are designed to give students contact
with all aspects of health and medicine outside the
immediate confines of hospital and general practice.
During second year, placement in community health
services, statutory and voluntary social work agencies,
and supervised University based groups, provide
excellent learning opportunities that complement other
aspects of the students’ learning. Without diminishing
the bio-medical approach to health-care, placements
enhance the students’ learning by developing a broader
view of health and disease that includes psychological
and socio-economic factors. This would seem to offer
students wider options in management of ill-health and
disability; effecting involvement with, and better long
term care of, their patients. This paper describes the
methods, evaluations and outcomes set in place to
achieve the above.
Monday 3 September
- 4.20 -
has been carried out. The survey is intended to be
carried out annually, thus providing a series of results
at national level, as well as an impact assessment of
the new curricula which are being implemented in
Swedish medical schools. The results will be presented
at the conference.
2L3 Multiprofessional education in
health care ethics in Germany
Jochen Vollmann
Freie Universitat Berlin, Arbeitsgruppe Ethik in der Medizin,
Institut fur Geschichte der Medizin, Klingsorstr. 119, D-12203
Berlin, GERMANY
In Germany only very limited practical experience and
knowledge in teaching of medical ethics and ethics of
health care is available. German medical schools do
not offer regular ethics teaching, whereas the
“Reformstudiengang Medizin” at the Charité in Berlin
provides some teaching blocks in medical ethics.
Graduate ethics training in nursing sciences, public
health and social work varies widely. Since 1995 the
author teaches ethics to medical students as well as
students in public health, nursing and social work at
various universities in Berlin and the U.S. In this short
communication preliminary data from a 5 year pilot
study are presented. Different demands, approaches and
evaluation results of ethics teaching in the different
professional graduate courses are presented. Pro and
cons of ethics teaching in the various professional
programs are compared with the multiprofessional
approaches in the Berlin program of public health and
at the Evangelische Fachhochschule Berlin.
2L4 Dilemmas in resuscitation: nursing
and medical students’ responses to
ethical professional issues related
to resuscitation of patients
C Edward*, J Crosby and P E Preece*
University of Dundee, School of Nursing & Midwifery, Tayside
Campus, Ninewells Hospital & Medical School, Dundee
DD1 9SY, UK
At the University of Dundee a three hour teaching
session involving 280+ nursing and medical students
took place in 1999. The aim was to enable the students
to explore and debate, together, the ethical/professional
issues inherent within resuscitation. An automated
audience response test containing 5 set questions was
given to the students immediately pre/post the session.
Two significantly different responses were related to:
• Who should have the major say in advanced
decisions of resuscitation? (Doctor, Nurse, Patient,
Relatives, Team). Team-Pre: Nursing 66% Medical
78%. Post: Nursing 97% Medical 89%.
• Should close relatives be permitted to witness
resuscitation? Permit-Pre: Nursing 63% Medical
12%; Post: Nursing 55% (still permit) Medical 29%
(now in favour).