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Background: Whilst the structure of primary care vocational training in Germany is being increasingly formalized there remains an abundance of disparate locally defined criteria for the training practices. Advanced medical training in the ambulatory setting has also been identified as an area of need by other specialties., Goal: In contrast to the current practice of a unregulated authorization by regional medical associations this catalogue provide transparent, clearly defined criteria for the assignment of training practice status., Methods: The first draft of the criteria catalogue integrates feedback from 30 academic general practitioners. The feasibility of the catalogue was tested by a further 30 surgeries. Analysis included an assessment of the sociodemographic characteristics of the trainers and their practices as well as satisfaction of the participants with the approved authorization period., Results: The criteria catalogue comprises 19 items within the domains of trainer qualification, practice infrastructure and patient specific factors as well as mandatory criteria. The points scored through this system confer a variable period of authorization. Of the 30 participants 17 were satisfied with the period of authorization they received, 10 were dissatisfied, and one was indifferent. Satisfaction showed no correlation with sex, experience as a trainer, or with the score achieved through the criteria catalogue. It correlated little with the length of time practicing as a doctor., Conclusion: The criteria catalogue reflects both the breadth of general practice as well as the skills of the trainers. Satisfaction of participants in the test group was good, and infers a basis for applying the catalogue through regional medical associations to assign teaching practice status. It may also be used as a blue-print for other medical specialties.

Unlabelled: Within the evolutionary progress in biomedical research and clinical medicine the medical education plays a derminting role. Problem based learning (PBL) or problem oriented learning (POL), respectively, are main though not quite new topics in the international discussion about modern teaching in medicine. After shortly reviewing the principles of PBL the problems of this concept in general and in the special situation of the Medical Schools of German Universities bound to legal rules and with high numbers of students are discussed with special regard to Pathology representing a substantially central teaching discipline. At the Medical School of the University of Munich since 1997 the so-called Münchner Modell (Munich Model) has been successfully established representing a hybrid curriculum with integration of PBL courses and traditional forms of teaching. The experience with special regard to the participation of Pathology is discussed., In Conclusion: Modern scientific medicine requires an adequate teaching and learning culture. PBL is one main concept possibly to be integrated. In the future Pathology will continuously play a central role in medical teaching because of its imminent potential. Permanent reflecting the usefulness of modern teaching proposals and critical engagement are prerequisites.