Primary Goal

• Collection and evaluation of suitable web-based teaching and information materials for medical diagnostics
• Classification of teaching materials according to the criteria of the subject catalog and the IMPP catalog
• Structuring of the link collection:
  • Instructive clinical cases (case reports, PBL, etc.)
  • Visual materials (atlases, photo collections, gels, equipment photos, etc.)
  • Complete e-learning programs
• Quick orientation through presentation of teaching material in a uniform web-based structure

Medium-term Goal

• Creation of original instructive cases focusing on diagnostics and procedures
• Maintaining contact with clinicians, participation in and organization of case conferences, motivating clinicians and colleagues to share and collect interesting and instructive visual materials
• Internet-capable documentation and didactic preparation of instructive cases for training in clinical diagnostics (anamnesis, findings, visual materials, laboratory diagnostics, procedures) Uniform coordination of used formats

Areas of Responsibility

Initially covered topics for

1. the creation of original instructive cases
2. the development of sample examination questions according to the guidelines of the new licensing regulations

• Autoimmunity
• Gastroenterology
• Hemostaseology
• Hematology
• Immunology
• Cardiology
• Molecular Genetics
• Tumor Markers

Evaluation Criteria

The compiled links were checked for their predominant suitability for students or for physicians and clinical chemists in further education. The following criteria were established:

1. Students

Appropriate topics that correspond to the subject catalog or reflect the current state of science and technology in medicine or biosciences.

2. Physicians, Clinical Chemists

Complex topics that require broad interdisciplinary medical knowledge for understanding and are suitable for use in specialist training or education for clinical chemists.

New Licensing Regulations

The new licensing regulations for physicians bring significant innovations in the weighting of subjects, the structuring of teaching, the presentation of teaching content, and the organization and implementation of study-accompanying examinations. Overall, universities are given more freedom in designing teaching, examinations, and also in weighting subjects.

This is evident, among other things, in the explicit inclusion of alternative study and teaching forms in the licensing regulations, so that the establishment of model degree programs, as already initiated and established at some universities in Germany, is consciously promoted.

Clinical Chemistry and Laboratory Medicine as a subject can significantly contribute to forming faculty-specific focus areas, which will be a central element for attracting future students.

For Clinical Chemistry and Laboratory Medicine, the interdisciplinary structuring of teaching content and the option to form faculty-specific focus areas provide additional opportunities to increase the importance of the subject as an integral part of medical education. The following overview presents the most important facts about the new licensing regulations, the transitional arrangements, and the consequences for Clinical Chemistry and Laboratory Medicine.