Improving medical students interactive competence development, test and evaluation of a new curriculum in psychosomatics

We report a new curriculum for improving medical students' interactive competence. The curriculum is based on the method of "psychotherapeutic plan analysis" by F. Caspar in combination with elements of systemic supervision and problem-based learning. For evaluation, participants (fifth year medical students, n = 50) were asked to fill in a questionnaire adapted to the contents of the course. Comparison was made possible by a control group (n = 72) teached in a traditional manner. Evaluation showed significant improvement of the students' self-awareness, perception of their patients and sensibility for patients' needs. The students expanded their capability to reflect own actions and to work in teams. Initially expressed anxiety concerning contact with patients was reduced significantly during the course. In three and twelve months follow-ups, students still considered their personal achievement to be significantly high. Participants of the curriculum rated their courses higher with regard to didacticissues, improvement of interactive competences and personal relevance, while control courses were seen to be more relevant to prepare for exams.