Students of medicine have to pass a practical course in physics during their first two years of study. Former studies proved that - contrary to classical experiments - addressee-specific experiments can improve the acceptance of this course among students and a stronger engagement with physical contents can be achieved. So far, it has not been examined whether such a change either leads to a measurable improvement in learning performance or a better transfer of knowledge.

Within an interdisciplinary dissertation this question shall be adressed, exemplary for the electrical physiology ("Propagation of Excitation and Nerve cells"). Using concept maps, the authors want to test, whether students can discuss physiological topics with physical arguments. Additional addressee-specific physical experiments are being developed. The situation before and after the introduction of these new experiments will be examined, in order to identify difficulties with physical and physiological concepts. A comparison of both situations should show, if learning performance and transfer of knowledge can be improved by addressee-specific experiments.

During the first phase (winter semester 2008/09) of the study, the students are working with classical experiments of electricity, which are used in the practical course at the LMU Munich presently. In this talk first results of this study will be presented.