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Aim of the project: There is an increasing demand for future doctors in Germany to receive comprehensive training that goes beyond mere medical expertise and includes professional behaviors. However, medical faculties currently lack structured approaches and specific exemplary programs for teaching professional behaviors; especially above basic levels of Bloom’s taxonomy [1] with remembering and understanding.

ArHyPaRE is an established educational project at University Hospital Bonn. It is designed to promote professional behaviors by combining key topics of occupational safety, hygiene, patient safety, law and ethics. To date, these have been delivered through consecutive lectures to student cohorts within a traditional lecture format. We therefore aimed to develop interdisciplinary, case-based learning sessions and complementary e-learning units for medical students in the beginning of their practical year. These formats shall facilitate small group learning, enabling students to acquire in-depth knowledge of professional behavior and its various interdisciplinary aspects.

Methods: We adapted Kern’s Six-Step Approach [2] to develop a curriculum. First, we compared learning objectives on professional behaviors taught in the current course with those prescribed by the NKLM to determine general needs. To assess specific needs of the participants, we analyzed previous evaluation results. Next, the learning objectives were ordered and assigned to the courses according to the students’ learning level. For the educational strategy of the respective sessions, we applied the concept of constructive alignment [3]. We selected case-based learning, as it aligns well with the learning objectives and offers several advantages, such as promoting relevance, and application-oriented learning. After implementation, we will use feedback and evaluation to refine the teaching concept, with a particular focus on addressing learns’ needs.

Results: The presentation outlines an overview of our previous progress and first experiences in developing and implementing this redesigned learning format for medical students in beginning of the practice year. We further analyzed barriers and facilitating factors that influence teaching and sustained implementation process. Additionally, we present insights into teaching of a practice example on patient safety.

Discussion: In order to provide successful and effective learning experiences for medical students in the beginning of their first practice year, they need to be supported through systematic and structured learning formats. We introduce a redesigned course aimed at facilitating students’ learning on physicians’ professional behavior and equipping them to handle challenges related to patient safety, occupational safety, hygiene, and ethics in daily clinical practice. Despite current challenges, potential barriers and opportunities, it may serve as a viable example for similar approaches situated within the practical year.

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