Spezifika der Lehre in der Gefäßchirurgie im interdisziplinär-chirurgischen Setting

OBJECTIVE: The complex changes in vascular surgical teaching and commonalities are to be outlined and discussed, in particular, similarities/differences to general surgery, specifics of teaching/teaching content and its university requirements. METHOD: Compact narrative overview RESULTS: Vascular surgical teaching component at Magdeburg University Hospital comprises 10 academic teaching hours and includes the following topics: PAD, embolism/thrombosis, vascular injury, compartment syndrome, mesenteric ischemia, aortic aneurysm and venous surgery. This puts vascularsurgical teaching here well above the average of 6.1 academic teaching hours in Germany. The strength of (vascular)surgical training lies in the fact that the knowledge gained at the bedside can be linked to visual impressions and simultaneous explanations in the operating theatre. Close integration of the student into the team is the high art of promoting acceptance of surgery as a profession and vocation. The prerequisites for successful teaching are a didactically competent teacher with specialist expertise, a proactive teaching attitude, knowledge of the specific learning objectives, the curriculum, modern teaching methods and awareness of the special role model function for students. Classical teaching by means of lecture, seminar, practical course and textbook is justified and should be strengthened but it is increasingly supplemented by the use of internet-based learning platforms, libraries and video portals. CONCLUSION: In the coming years, vascular surgical teaching will (have to) shift to a (rather) multimodal/-media approach with more practice-oriented components and intensive integration of students into everyday clinical practice.