A curricular training of fourth year medical students in writing discharge summaries: the graduate view after two years

Weitz G., Friederichs H., Twesten C., Bonnemeier H., Lehnert H., Wellhöner P.

Abstract

Background: Preparing high quality discharge summaries is difficult for first year residents. For 5 years we have been training fourth year students how to write discharge summaries. Our goal is to facilitate the students’ start into clinical work. Moreover, we intend to provide the students with a scheme to better memorize patients’ histories. Two years after the tutorial the graduates were asked to evaluate the tutorial and to comment on its learning effects. Methods: A total of 1228 fourth year students wrote a discharge summary on a patient in whose care the specific student was involved during his or her training in internal medicine. All summaries were read, commented on and graded by a consultant. Two years after the tutorial 310 graduates were invited to complete an online survey on this tutorial. Results: 106 (34 %) of all invited graduates completed the survey. The opinions on the tutorial greatly differed. In principal the students agreed that the tutorial was an important part of medical training and helped to better structure patients' medical data. The majority of the surveyed graduates, however, were not convinced of its practical usefulness for daily work. The students with the poorer grading found their grade less appropriate than the students with the better grading. Conclusions: Though our main goal could not be achieved in the view of the graduates, the overall opinion was rather positive. Problems with this kind of tutorial lay in the enormous effort of correction and in the discouraging effect of grading on the students with difficulties in the task.