AMEE Berlin 2002 Programme

management; staff and student support mechanisms;
course information inclusive of personal (staff and
student) timetables; e-learning and now outcome based
enquiries for each learning opportunity. Access to the
system is secure and only accessible by registered
medical students and staff, including internal and
external honorary clinical staff involved with the
delivery of the medical course. Registration is achieved
on-line and permits access to information by students
and staff from anywhere in the world. It provides a
comprehensive Managed Learning Environment
(MLE) with a number of active links providing the basis
of a Virtual Learning Environment (VLE). This is
complemented by an outcome-based assessment
process that is enhanced by the components of
“outcome-mapping”, significantly strengthening its
already generic application.
2C4 SIMON – Student Information and
Management Online Network
P Wagner*, D Zeiss*, S Konig*, P M Markus and H Becker
Klinik fur Allgemeinchirurgie, Universitat Goettingen, Robert
Koch Str. 40, D-37075 Gottingen, GERMANY
We have developed a web-based administration and
information system to improve both student and faculty
facilities through enhancement of the online
experience. SIMON offers a central starting point for
students and teachers alike and allows direct interaction
between them. Registration for courses may take place
online. Lists and information are generated
automatically and are always up to date. Curriculum
evaluation may occur via a web interface. SIMON
provide teachers the opportunity to contact students
prior to the start of a course and distribute instructions,
help or hints. Furthermore, SIMON is an ideal forum
for discussion, problems and reflection on case studies
outside the classroom environment. Integration of
additional teaching modules has been allowed for, such
as online guides for specific courses. Individual
departments may employ variable programming
structures, allowing this project to be extended and
adjusted accordingly and as their future needs arise.
2C5 Portfolio-based Dermatology
internship – one year’s experience
A Boer*, R Kaufmann and F Ochsendorf
Universitats-Hautklinik Frankfurt/M, Theodor Stern Kai-7,
60590 Frankfurt am Main, GERMANY
Monday 3 September
- 4.6 -
The last year (practical year) of medical education in
Germany is not very systematized. In order to improve
student learning during the dermatology internship we
introduced a portfolio to clarify which components are
considered important within dermatology: 25
qualifications divided into “general basics”,
“dermatology-basics” and “special-dermatology” were
listed in a student’s portfolio with a theory, supervision
and clinical practice part. The individual achievements
were documented in the portfolio by the educating
residents. Since May 1999 15 students participated in
the portfolio-program, they completed in the mean 70%
of the listed activities; general basics were fully
completed by all the students, 75% of dermatology
basics and 46% of special dermatology were completed.
The students welcomed the portfolio as it provided a
useful overview of learning opportunities and
achievements. This is the first use of portfolio-based
medical education in a dermatology internship in
Germany. Students strongly requested implementation
of portfolio-based learning in other faculties.
2C6 Profile of the consultations made
by fifth year medical students in the
integrated program of pediatrics
and public health
Claudia Astudillo, Rocio Arenas, Maria Bustamante*,
Maria De La Fuente and Gladys Yentzen
Universidad de Chile, Walter Scott 1115, Vitacura, Santiago,
CHILE
During the 5th year of medical school, the students
participate in an integrated program of pediatrics and
public health, which includes a visit to a primary care
clinic where the students are able to apply the
knowledge acquired in the theoretical course of
pediatrics and learn the abilities that will help them
participate in actions of promotion, protection and
recovery of health. The objective of this study is to
know which were the most common diagnoses they
made and verify if they are the same they will see in
the future. We analyzed 609 consultations, with a total
of 795 diagnoses, which were classified according to
the ICD 10. The three most frequently found diagnoses
were respiratory, infectious and cutaneous diseases,
which are the same found in the literature. It is
concluded that to prepare medical students to recognise
and treat the most common diseases, the primary care
clinics are a necessary instrument that can easily be
inserted in the curriculum.