We are firmly convinced that good teaching also depends on providing scientific support, where possible, for attempts to improve education. On the other hand, it is a globally known phenomenon that even highly respected scientists like to leave their rational thinking out of questions of teaching (see, e.g., van der Vleuten et al., Med Teach 2000). For more than two decades, contributions to educational research have come from the Center for Pharmacology at the University Hospital of Cologne, e.g., on small group teaching (e.g., PbL), examinations, e-learning, or curriculum planning (the Medical Faculty of Cologne awarded our 2017 paper by Dafsari et al. the 2018 Research Prize for Medical Teaching).
Most recently, a teaching proposal was developed in which students are exposed to how to conduct a prescription conversation (Hauser et al., GMS J Med Educ 2017). The background is that these conversations are often inadequate in everyday medical practice. However, this is attributable not only to the undisputed, often adverse framework conditions (e.g., time pressure, lack of remuneration) but also to deficits in student training (Hauser and Matthes, Eur J Clin Pharmacol 2017). Even a brief intervention using our AMPEL discussion guide can improve the quality of simulated prescription discussions (Matthes & Kirsch 2021).
For further information, please get in touch with Priv.-Doz. Dr. Jan Matthes.
