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HannibaL – the model curriculum at Hannover Medical School: targets, implementation and experiences

Aim: The model curriculum known as HannibaL is an integrated, professionally-based adaptive curriculum that began at the Hannover Medical School (MHH) during the 2005/06 academic year. HannibaL turns medical students into competent physicians through its patient-based interdisciplinary instruction....

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Detalles Bibliográficos
Autores principales: Paulmann, Volker, Fischer, Volkhard, Just, Ingo
Formato: Online Artículo Texto
Lenguaje:English
Publicado: German Medical Science GMS Publishing House 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6883240/
https://www.ncbi.nlm.nih.gov/pubmed/31815167
http://dx.doi.org/10.3205/zma001265
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author Paulmann, Volker
Fischer, Volkhard
Just, Ingo
author_facet Paulmann, Volker
Fischer, Volkhard
Just, Ingo
author_sort Paulmann, Volker
collection PubMed
description Aim: The model curriculum known as HannibaL is an integrated, professionally-based adaptive curriculum that began at the Hannover Medical School (MHH) during the 2005/06 academic year. HannibaL turns medical students into competent physicians through its patient-based interdisciplinary instruction. This paper provides an overview of the curriculum’s creation, educational content and philosophy and reflects on the experience that has been gathered. Also described are organizational and quality assurance measures which were also employed to implement the model curriculum. Method: The central ideas and processes are reported in a primarily narrative manner in an attempt to present the information coherently. The aspects discussed are setting up the model curriculum, central features of teaching and exams with their underlying educational premises; organization and evaluation are also covered in the context of the research literature on curriculum and faculty development. Developing the teaching and learning culture of the model curriculum is also explored. Results: The basic objectives were realized, including the design of learning spirals and intensifying the inclusion of patients and practical elements at the beginning of study. However, plans to allow students more freedom to pursue their own learning and research interests have not yet been satisfactorily implemented. Key areas to support teaching have been expanded (teacher training for instructors, student advising, course evaluations). Conclusion: The model curriculum and its aims are widely recognized and supported not only by medical students and instructors, but also external committees and experts. As a consequence, HannibaL will be developed further in upcoming years to implement the objectives which have not yet been met and to master new challenges faced by medical education.
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spelling pubmed-68832402019-12-06 HannibaL – the model curriculum at Hannover Medical School: targets, implementation and experiences Paulmann, Volker Fischer, Volkhard Just, Ingo GMS J Med Educ Article Aim: The model curriculum known as HannibaL is an integrated, professionally-based adaptive curriculum that began at the Hannover Medical School (MHH) during the 2005/06 academic year. HannibaL turns medical students into competent physicians through its patient-based interdisciplinary instruction. This paper provides an overview of the curriculum’s creation, educational content and philosophy and reflects on the experience that has been gathered. Also described are organizational and quality assurance measures which were also employed to implement the model curriculum. Method: The central ideas and processes are reported in a primarily narrative manner in an attempt to present the information coherently. The aspects discussed are setting up the model curriculum, central features of teaching and exams with their underlying educational premises; organization and evaluation are also covered in the context of the research literature on curriculum and faculty development. Developing the teaching and learning culture of the model curriculum is also explored. Results: The basic objectives were realized, including the design of learning spirals and intensifying the inclusion of patients and practical elements at the beginning of study. However, plans to allow students more freedom to pursue their own learning and research interests have not yet been satisfactorily implemented. Key areas to support teaching have been expanded (teacher training for instructors, student advising, course evaluations). Conclusion: The model curriculum and its aims are widely recognized and supported not only by medical students and instructors, but also external committees and experts. As a consequence, HannibaL will be developed further in upcoming years to implement the objectives which have not yet been met and to master new challenges faced by medical education. German Medical Science GMS Publishing House 2019-10-15 /pmc/articles/PMC6883240/ /pubmed/31815167 http://dx.doi.org/10.3205/zma001265 Text en Copyright © 2019 Paulmann et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at http://creativecommons.org/licenses/by/4.0/.
spellingShingle Article
Paulmann, Volker
Fischer, Volkhard
Just, Ingo
HannibaL – the model curriculum at Hannover Medical School: targets, implementation and experiences
title HannibaL – the model curriculum at Hannover Medical School: targets, implementation and experiences
title_full HannibaL – the model curriculum at Hannover Medical School: targets, implementation and experiences
title_fullStr HannibaL – the model curriculum at Hannover Medical School: targets, implementation and experiences
title_full_unstemmed HannibaL – the model curriculum at Hannover Medical School: targets, implementation and experiences
title_short HannibaL – the model curriculum at Hannover Medical School: targets, implementation and experiences
title_sort hannibal – the model curriculum at hannover medical school: targets, implementation and experiences
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6883240/
https://www.ncbi.nlm.nih.gov/pubmed/31815167
http://dx.doi.org/10.3205/zma001265
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