ArticleGMS journal for medical education2019
The Hamburg integrated medical degree program iMED.
Article in GMS journal for medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers.
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Who cites it
20 citing papers in PubMed.
- Enhancing medical students' self-assessed competence in sexually transmitted infections: outcomes of an interdisciplinary workshop on syphilis, stigmatization and sexual history-taking.BMC medical education · 2026Article
- Article
- Self-confidence through teaching: Gender differences in medical students' self-assessment of dermatological skills and learning effects.GMS journal for medical education · 2026Article
- Understanding of medical leadership from the perspective of medical students at the start of their studies and in their final year - a qualitative focus group study.GMS journal for medical education · 2026Article
- Understanding Dermatologists' Acceptance of Digital Health Interventions: Cross-Sectional Survey and Cluster Analysis.JMIR human factors · 2025Article
- Interactional competencies in medical student admission- what makes a "good medical doctor"?Advances in health sciences education : theory and practice · 2025Article
- Implementation of a team-teaching seminar on the stigmatization and psychosocial burdens of people with visible skin diseases in the standard curriculum of medical studies.GMS journal for medical education · 2025Article
- Exploring Acceptability, Barriers, and Facilitators for Digital Health in Dermatology: Qualitative Focus Groups With Dermatologists, Nurses, and Patients.JMIR dermatology · 2024Article
- Effects of a skin type diversity seminar on undergraduate medical students' self-assessed competence in managing skin diseases in patients with skin of color.BMC medical education · 2024Article
- Planning, implementation and revision of the longitudinal scientific curriculum at the Medical School Brandenburg.GMS journal for medical education · 2024Article
- [Integration of natural sciences and basic medical subjects in the integrated dentistry program (iMED DENT) at the University of Hamburg].Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz · 2023Review
- [iMED DENT-First in place model curriculum in dentistry in Germany].Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz · 2023Review
- A simulation-based OSCE with case presentation and remote rating - development of a prototype.GMS journal for medical education · 2023Article
- Implementing and optimizing a communication curriculum in medical teaching: Stakeholders' perspectives.PloS one · 2022Article
- Observational
- Are different medical school admission tests associated with the outcomes of a simulation-based OSCE?BMC medical education · 2021Article
- Understanding Mental Burden and Factors Associated With Study Worries Among Undergraduate Medical Students During the COVID-19 Pandemic.Frontiers in psychology · 2021Article
- Presentation and evaluation of the teaching concept "ENHANCE" for basic sciences in medical education.PloS one · 2020Article
- Digital Health meets Hamburg integrated medical degree program iMED: concept and introduction of the new interdisciplinary 2GMS journal for medical education · 2020Article
- 20 years of model curricula in German-speaking countries.GMS journal for medical education · 2019Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The integrated medical degree program (iMED) was established in winter semester 2012/2013 at the Faculty of Medicine of Universität Hamburg with the aim of improving medical education. The main features of the iMED medical degree program include the close integration of theoretical knowledge and practical skills, scientific orientation and the teaching of psychosocial and communication skills. All these features are commonly found in the modular compulsory core curriculum and elective courses ("2nd Tracks"): The compulsory core curriculum comprises 19 modules which are arranged thematically in seven module groups and cover three stages of a "learning spiral". By comprehensively coordinating the teaching content and the learning objectives of the participating theoretical and clinical subjects, theoretical content is taught on the basis of real patient's medical histories from the first stage of the learning spiral. The elective courses enable students to learn and apply scientific work in a structured curriculum according to their own interests. Relevant practical skills for students future professional routines are taught in the longitudinal training course "Clinical Examination Methods plus Communication" (KUMplusKOM), which runs through the entire curriculum up to the final practical year. Accompanying, extra-curricular projects such as crash courses in the natural sciences or using the iMED Textbook as an online learning platform increase the attractiveness of the iMED degree program. Results of the evaluation show that the introduction and the accompanying optimization of iMED were very successful.
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Registered trials
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