Medical studies
Fit for M2: Rethinking exam preparations
Neuruppin, 30 July 2026
The second part of the state exam is believed to be one of the biggest hurdles in medical studies. As the second stage in medical exams, it marks the transition between mainly theoretical studies and the practical year. Successful completion of the M2 is the indispensable prerequisite for the license to practice medicine and for entering work life. The biggest concern for many students is not medical knowledge but lack of orientation, exam stress and the search for appropriate learning strategies. Simon-Alexander Stiehl, practical-year student at the Brandenburg Medical School (MHB), has designed the program "First Aid 2.0 – Fit fürs M2" to close this gap. In this interview he explains why successful preparation for exams involves far more than acquisition of facts, and why individual guidance can make all the difference.
Many medical students see M2 as one of the biggest challenges in their studies. Which insecurities do students mention most often and how can First Aid 2.0 help to meet them?
Simon-Alexander Stiehl: Most students are not primarily worried about medical subject matter; what they need are specific orientation and options for the stages of learning and preparing for the exam. Mental aspects like stress management are also key issues. People often ask me when to start with preparations, which learning plan to choose and which learning platform. Will they manage the 100-day learning plan? How to find a healthy balance between learning, leisure and relaxation? Long-term structuring seems to be a problem, and many feel overwhelmed by the shear amount of information, suggestions and advice from others. And this is where First Aid 2.0 comes in! The idea is to provide early information and give the feeling of not being alone with their problems. We present various strategies of learning and preparation, help with personal planning and openly discuss the organizational and mental challenges involved. There is not one single perfect learning plan to meet everybody’s needs; we must find individual solutions. Early structuring and preparation save time and, what is more, bring confidence in one’s own abilities and strong points, and serve to identify deficits. The demand for structured guidance and monitoring is most pronounced in the decentralized stage of the BMM (Brandenburg Medical Model Curriculum), i.e. in semesters 8 to 10, when students receive clinical instruction, have developed their own learning pace and still feel left to their own devices in preparing for the M2. First Aid 2.0 is intended as a bridge between what has been learned and acquired in the BMM and what is specifically relevant and required for the state exam.
First Aid 2.0 combines lectures, group discussions and individual counselling. What makes the concept so effective, and what can participants expect?
I believe that successful exam preparation needs more than just cramming, i.e. good study materials, lectures and information sessions. This is why First Aid 2.0 combines three elements: structured lectures, exchange in group discussions, and individual advice via open consulting hours. In lectures we present proven learning strategies, we give an overview of M2 procedures and the formalities and administrative details of how to register for the M2, and we address organizational and mental issues involved. These include topics like learning plans, exam organization, time management, self-care. Open or closed group discussions serve to share experiences, problems and challenges and learn from each other. This exchange is tremendously profitable as many participants realize that they are not alone with their worries. Individual counselling offers room for personal questions, concerns and individual learning concepts and performance. This is an appropriate setting to revise a learning plan, review progress and address specific challenges. This MHB format is unique and valuable. Students get information and in addition develop their personal schedule for exam preparation. Dr. Lars Allolio-Näcke and Prof. Dr. Thomas Stamm contributed to the format with their considerable expertise in the field.
You do not only present learning techniques like Anki or the Pomodoro method in your course; you also address mental aspects of exam preparation. Why do you think both elements are inextricably linked together?
The best learning strategy is useless if it cannot be implemented on a lasting basis. Preparation for the M2 is not a sprint but a marathon. Just as important as medical subject knowledge is to stay motivated for months on end, cope with setbacks and pay attention to one’s own health. This is why we include topics such as exam stress, self-doubt and setbacks, motivation and work-life balance in our course. Spending as many hours as possible on learning does not guarantee success. Learning must have a lasting effect; targets must be realistic and not too ambitious. Mental health is one of the key requirements in this process. First Aid 2.0 comes back to certain concepts from First Aid 1.0, e.g. review of one’s own type of learning and personal learning habits. We demonstrate how to use the Pomodoro method or Anki flashcards and integrate them into a sustainable learning rhythm. Students must know what to learn and how to make use of it in a sustainable and healthy way.
Simon-Alexander Stiehl who designed the First-Aid 2.0 concept presents his poster at the DGBS 2024 congress.
You describe very positive feedback from students after the pilot phase. Any reactions or success stories that you found particularly gratifying or supportive of your concept?
After the course, I was most pleased when students told me: “Now at last I know how to start.” It was one of our key objectives to convey this sense of orientation and security. Or they said that after First Aid 2.0 they were far more relaxed and able to structure their preparations for the M2. The great demand for individual advice and group discussions revealed a need for personal guidance. Moreover, regular open M2 consulting hours appear to be effective and useful to get fears and insecurities out of the way. Some participants said they felt reassured about having First Aid 2.0 as a specific opportunity for exchange and evaluation as well as psychosocial support, and that the program should be continued. Between 30 and 50 students on average attended course events during the pilot stage 2026. Lectures lasted 90 minutes, plus half an hour for questions and discussions. Three rounds of lectures were completed, plus a large number of individual and group counselling sessions. Feedback was positive throughout. Many participants said the timing was perfect, the format was flexible and interactive, realistic and easy to follow. I felt confirmed that First Aid 2.0 closes a gap that cannot be fully covered by conventional lectures. What students appreciate most is the chance to ask individual questions in a protected setting.
You point out that the BMM with its spiral approach and formats of problem oriented learning forms a suitable basis for the M2 exam. How can students make the best use of these strengths in exam preparations?
The Brandenburg Model Curriculum conveys medical subject knowledge via clinical/problem-oriented, cross-linking and practice-based methods. The “spiral curriculum” and problem-oriented learning (POL) help students to develop solid clinical knowledge and understanding early in their studies. These competences are a great advantage in the M2 exam. MHB students start out with POL from the first semester and are therefore well acquainted with this method of analyzing clinical patient cases and care situations. The state exam moreover requires a targeted repetition of IMPP relevant content. I would therefore recommend using the strong points of the BMM in structured exam preparations - for example by means of AMBOSS or Via Medici. Early starters who systematically combine clinical thinking with exam-related knowledge will have the best possible prospects of passing the M2. In First Aid 2.0 we show in detail how to capitalize one’ own strengths: Which IDS (interdisciplinary seminar) contents are most relevant? How to use competences acquired through POL for learning? How to integrate learning platforms into personal learning plans without getting overwhelmed or overloaded with unnecessary detail?
To sum up: What would be your single most important advice to students in semesters 8 to 10 who prepare for the M2 exam, based on personal experience?
My most important advice is to start early but not to panic. There is not only one perfect learning plan or learning method. You need to find strategies that suit you best and can be consistently pursued over months – for 100 days. And something else I believe to be essential: don’t keep comparing yourself with other people. We all have different ways of learning, individual rhythms and priorities. A decisive step towards success is to work steadily, seek support when in doubt, and develop confidence in your personal learning progress. And a last thought: Take advantage of available offers, such as First Aid 2.0. You need not battle it out alone. The didactic MHB concept for the clinical part of training offers a solid foundation. Acknowledge and use the competences acquired and accept support.
Outlook: First Aid 2.0 as an established format
"The plan is to establish First Aid 2.0 as a regular long-term lecture format, in support of future generations of medical students. I personally would like to continue and advance the module First Aid 2.0 up to and after graduation, as a way to stay closely connected with the MHB. The MHB will profit from this innovative and practice-based teaching format which prepares students for a decisive stage in their studies and in addition may improve the quality of IMPP results. First Aid 2.0 is a further milestone in innovative medicine didactics at the MHB, successfully building a bridge between general orientation in the first semester and targeted preparation for the state exam,” says Stiehl.
Homepage First Aid 2.0