Open Access Open Badges Research article

Evaluation of effectiveness of instruction and study habits in two consecutive clinical semesters of the medical curriculum munich (MeCuM) reveals the need for more time for self study and higher frequency of assessment

Sophia Mueller1*, Nina Weichert23, Veit Stoecklein2, Ariane Hammitzsch2, Giulia Pascuito2, Christian Krug2, Matthias Holzer4, Mona Pfeiffer4, Matthias Siebeck5 and Ralf Schmidmaier4

Author Affiliations

1 Institute of Clinical Radiology, University of Munich Hospitals, Marchioninistrasse 15, 81377 Munich, Germany

2 Faculty of Medicine, Ludwig Maximilians University Munich, Bavariaring 19, 80336 Munich, Germany

3 Department of Pediatric Oncology and Hematology, Charité Universitätsmedizin, Augustenburger Platz 1, 13353 Berlin, Germany

4 Medizinische Klinik Innenstadt, Klinikum der Universität München, Ziemssenstrasse 1, 80336 Munich, Germany

5 Chirurgische Klinik und Poliklinik Innenstadt, Klinikum der Universität München, Nussbaumstrasse 20, 80336 Munich, Germany

For all author emails, please log on.

BMC Medical Education 2011, 11:62  doi:10.1186/1472-6920-11-62

Published: 26 August 2011



Seven years after implementing a new curriculum an evaluation was performed to explore possibilities for improvements.

Purposes: To analyze students' study habits in relation to exam frequency and to evaluate effectiveness of instruction.


Time spent on self study (TSS) and the quantity of instruction (QI) was assessed during the internal medicine and the surgical semester. Students and faculty members were asked about study habits and their evaluation of the current curriculum.


The TSS/QI ratio as a measure of effectiveness of instruction ranges mainly below 1.0 and rises only prior to exams. Students and teachers prefer to have multiple smaller exams over the course of the semester. Furthermore, students wish to have more time for self-guided study.


The TSS/QI ratio is predominantly below the aspired value of 1.0. Furthermore, the TSS/QI ratio is positively related to test frequency. We therefore propose a reduction of compulsory lessons and an increase in test frequency.