BACKGROUND AND OBJECTIVE: There are only few investigations on supervision of medical dissertations that allow a comparison between different universities. This article discusses how the medical dissertation can be incorporated into a new medical curriculum. METHODS: A questionnaire was sent to all medical students in Lübeck who wrote dissertations in 1998. It contained 28 questions on duration, supervision, impact on medical studies and possible changes in the dissertation process. The data were compared statistically to previous studies. RESULTS: 70 questionnaires could be evaluated (63%) which allowed a comparison with studies in Hannover and Erlangen-Nürnberg. The Lübeck students assessed their supervision to be significantly better, they worked more frequently on experimental topics and data of their research were published more often than was the case in the other two institutions. The students regularly needed one extra semester for their dissertation, especially those working on experimental topics. Those who wrote dissertations expressed criticism of the dissertation process: only one third were in favour of making no change in the process. When asked to suggest possible improvements they proposed having a central facility for the announcement of dissertation subjects and one free semester to work solely on the dissertation. CONCLUSION: In order to evaluate and compare supervision of dissertations, a comparable questionnaire should be used by all medical universities. If the medical curriculum is changed, the dissertation either has to be firmly integrated in the curriculum or it should be undertaken after completion of the studies.
BACKGROUND AND OBJECTIVE: There are only few investigations on supervision of medical dissertations that allow a comparison between different universities. This article discusses how the medical dissertation can be incorporated into a new medical curriculum. METHODS: A questionnaire was sent to all medical students in Lübeck who wrote dissertations in 1998. It contained 28 questions on duration, supervision, impact on medical studies and possible changes in the dissertation process. The data were compared statistically to previous studies. RESULTS: 70 questionnaires could be evaluated (63%) which allowed a comparison with studies in Hannover and Erlangen-Nürnberg. The Lübeck students assessed their supervision to be significantly better, they worked more frequently on experimental topics and data of their research were published more often than was the case in the other two institutions. The students regularly needed one extra semester for their dissertation, especially those working on experimental topics. Those who wrote dissertations expressed criticism of the dissertation process: only one third were in favour of making no change in the process. When asked to suggest possible improvements they proposed having a central facility for the announcement of dissertation subjects and one free semester to work solely on the dissertation. CONCLUSION: In order to evaluate and compare supervision of dissertations, a comparable questionnaire should be used by all medical universities. If the medical curriculum is changed, the dissertation either has to be firmly integrated in the curriculum or it should be undertaken after completion of the studies.
Authors: Olaf Kuhnigk; Aenne M Böthern; Jens Reimer; Ingo Schäfer; Astrid Biegler; Markus Jueptner; Mathias Gelderblom; Sigrid Harendza Journal: GMS Z Med Ausbild Date: 2010-11-15
Authors: Olaf Kuhnigk; Volker Reissner; Aenne M Böthern; Astrid Biegler; Markus Jüptner; Ingo Schäfer; Sigrid Harendza Journal: GMS Z Med Ausbild Date: 2010-05-17