An interview with the founding dean of the European Medical School Oldenburg-Groningen, Prof. Dr Eckhart Hahn: on the sense of community among those involved, the establishment of university hospitals and the selection of students – who have significantly more time for study in Oldenburg.
The model degree programme in medicine is now in place; the first students arrive on 1 October, and ten days later the European Medical School Oldenburg-Groningen will be officially opened. What else is on the agenda in the run-up to that?
Hahn: We still have a lot to achieve. However, it is particularly important to me to foster an even stronger sense of unity amongst all those involved in the new School of Medicine.
How can we succeed in creating a sense of unity amongst so many people from the university and the hospitals?
Hahn: I think we’re on the right track – that was also evident during our faculty weekend. Bringing everyone together around one table to talk and exchange ideas in a relaxed atmosphere – there’s simply no substitute for that. And involving students in the process has proved to be extremely constructive and important.
The project envisages the establishment of university hospital departments. What exactly does that entail?
Hahn: First of all, it’s important to know that in Germany we distinguish between two models of university hospitals: the co-operation model and the integration model. In the integration model, the School and hospital management are co-located – coordinated by a joint governing body, as is the case in Hanover and Göttingen. The cooperation model, on the other hand, aims for the School and the university hospital to operate as separate entities, each with its own management – linked to one another in an advisory – “cooperative” – capacity.
So a cooperation model for Oldenburg?
Hahn: It will be a special form of the cooperation model – one that has not yet been implemented anywhere else. On the one hand, we have a university with a medical School, and on the other, the hospitals with their various governing bodies. The model was devised in Bochum around 35 years ago. Inevitably, mistakes were made back then, the effects of which are still felt today. We in Oldenburg can learn from these experiences and optimise the model.
In what way should it be optimised?
Hahn: For example, by having the university and the state government enter into a bilateral agreement with each hospital and its governing body, setting out responsibilities as well as research and teaching. In addition, there will be an overarching framework agreement that brings the parties together to form a university-based medical system. Believe me: the development of such an overarching structure is a fascinating process. All those involved are putting in an incredible amount of effort. I am convinced that there will be no model as efficient as Oldenburg’s adaptation of the cooperation model.
What hurdles does the cross-border European approach entail?
Hahn: I have been involved with the Bologna Process for many years. In doing so, I have noticed that the international component and the language issues are often swept under the carpet. Bringing 27 countries with 27 different languages together into a shared space for medical collaboration is no small feat. Especially as patients also speak different languages. Our German-Dutch – that is to say, European – project therefore has a pioneering aspect to it.
Students are not selected solely on the basis of their A-level grades; other criteria are also to play a role…
Hahn: That’s right. Whilst A-level grades are a good indicator of a student’s ability to study and sit exams, But so far, there is no scientific evidence as to what the A-level grade really means in terms of professional aptitude. And that is what matters: the medical profession requires good short-term and long-term memory – but you must also be able to communicate with people. This is factored into our selection procedure. Incidentally: our 30-year longitudinal study will show just how meaningful the Abitur grade actually is.
So how exactly does the university carry out its selection process for students?
Hahn: Of the 40 places available, the university allocates 24 according to its own criteria, whilst 16 students are selected by the foundation for university admissions. If we focus on the 24 places that we allocate, the selection process will work as follows: The A-level grade accounts for 51 per cent – as stipulated by case law. The remaining 49 per cent is based on an assessment of communication skills and other personal characteristics.
What about the 16 students selected via the foundation?
Hahn: The Abitur mark is the primary selection criterion, but we have built in two mechanisms to ‘neutralise’ it somewhat. For example, if someone has already trained in a medical-related profession, they receive a 0.5 bonus on their Abitur mark. We also set the test for medical degree programmes, known as the TMS test, which – provided the results are satisfactory – takes precedence over the Abitur mark.
How is the degree programme structured in general?
Hahn: There are four modules per year, each lasting ten weeks. This means our students have 40 semester weeks – considerably more than in a traditional degree programme. The schedule is based on a 7-day week, with teaching sessions on five days. The first day of the teaching week is Wednesday. The weekend therefore falls ‘right in the middle’. This gives students time in between to revise what they have learnt.
How do students begin their medical training?
Hahn: The first module focuses on the musculoskeletal system, orthopaedics and anatomy. Each week of the module deals with a specific medical problem. The first day begins with a lecture attended by a patient who talks about their illness. This direct contact is important to us: it teaches students right from the start that they are dealing with people who are suffering.
What else is included in a module week?
Hahn: The students attend further lectures and seminars on the topic. In groups, they also work independently on specific aspects of the week’s topic. There are also courses in physiology, biochemistry, histology and clinical chemistry – all the subjects covered by the licensing regulations. And the students repeatedly carry out small research projects in groups. At the end of the six-year degree programme, this culminates in 20 weeks of research work. In this way, a ‘longitudinal research curriculum’ runs through the entire degree programme – and more intensively than elsewhere, as we simply have more time due to the longer semesters.
Doesn’t the high number of contact hours per semester place too great a burden on students?
Hahn: On the contrary. In the Netherlands and other European countries, it is normal to have a significantly longer academic year. Students have more time for learning and opportunities for personal development. According to the EU directive, a medical student must complete 5,500 hours of face-to-face teaching. If, over six years – as in traditional degree programmes – you only have 24 weeks per year available for this, then you have to cram the students full of work.
