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Career and life planning in the context of the postgraduate medical training - current challenges and opportunities. 医学研究生培训背景下的职业和生活规划--当前的挑战和机遇。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-02-15 eCollection Date: 2024-01-01 DOI: 10.3205/zma001660
Stella Oberberg, Elena K Enax-Krumova, Christiane Kruppa, Christine H Meyer-Frießem, Robin Denz, Alina Funhoff, Vanessa Behrens, Dinah Berres, Vera Fortmeier, Dina Sträter, Johanna Strotmann, Maxi von Glinski

Introduction: The possibility of balancing career and family is meanwhile a central concern for most physicians when choosing a job. The aim of this study was to identify current barriers and opportunities for physician education and career planning.

Methods: This cross-sectional study was conducted as an online survey between 11/2021 and 02/2022 and targeted physicians at all career levels in Germany who were members of a clinical professional association. Alternative and consent questions were used to assess experiences/attitudes toward various aspects of life and career planning, as well as alternative work and parental leave models, depending on gender, specialty, and hierarchical level.

Results: The majority of the 2060 participants were female (69%) and had children (66%). Many childless residents reported that they felt they had to choose between children and a career. The majority of female residents, specialists and attending physicians (Ø 55.5%) stated that they had experienced career losses as a result of taking parental leave, while most men did not share this experience (Ø 53.7%). 92% of all participants agreed with the statement that men and women have different career opportunities. Job-sharing models were considered feasible at all levels of the hierarchy by an average of 55.6% of all medical executives.

Conclusion: Parenthood and the use of parental leave and part-time work appear to have a significant impact on the career paths of those surveyed. Although the majority of directors of medical training programs are open to job-sharing models, further measures are needed in order to equalize career opportunities for men and women.

简介同时,能否兼顾事业和家庭也是大多数医生在选择工作时关注的核心问题。本研究旨在确定当前医生教育和职业规划的障碍和机遇:这项横断面研究是在 2021 年 11 月至 2022 年 2 月期间以在线调查的形式进行的,对象是德国所有职业级别的医生,他们都是临床专业协会的成员。根据性别、专业和级别的不同,采用替代性和同意性问题来评估对生活和职业规划各方面的经验/态度,以及替代性工作和育儿假模式:在 2060 名参与者中,大多数为女性(69%),有子女(66%)。许多无子女的住院医师表示,他们觉得必须在子女和事业之间做出选择。大多数女性住院医师、专科医生和主治医师(55.5%)表示,她们曾因休育儿假而在事业上遭受损失,而大多数男性则没有这种经历(53.7%)。92%的参与者都同意 "男性和女性拥有不同的职业机会 "这一说法。平均 55.6%的医务主管人员认为,在所有层级中,工作共享模式都是可行的:结论:生儿育女、使用育儿假和兼职工作似乎对受访者的职业道路有重大影响。尽管大多数医学培训项目的负责人对工作共享模式持开放态度,但仍需采取进一步措施,以实现男女职业机会均等。
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引用次数: 0
Neuroenhancement and mental health in students from four faculties - a cross-sectional questionnaire study. 四个院系学生的神经增强与心理健康--横断面问卷调查研究。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-02-15 eCollection Date: 2024-01-01 DOI: 10.3205/zma001664
Maurice Hajduk, Elena Tiedemann, Marcel Romanos, Anne Simmenroth

Background: Students face great challenges at the beginning of and during their studies. Competitive experience, exam anxiety, and especially the new performance requirements often cause test anxiety and stressful experiences. The extent of substance use in terms of neuroenhancement (NE) is unclear. Evidence shows associations between NE, increased stress levels, and mental health.

Objectives: We aim to determine the prevalence of NE and alcohol and tobacco use among college students. We also investigate the associations between NE and ADHD, anxiety, depression, and stress experience.

Methods: In spring 2021, an anonymous online cross-sectional survey was conducted among students of medicine, dentistry, business economics, and business informatics in Würzburg. The survey included the instruments ASRS (ADHD), PSS-10 (stress), PHQ-4 (depression and anxiety), and AUDIT-C (alcohol comsumption), as well as questions about consumption patterns, prior knowledge, and reasons for NE.

Results: Of the 5564 students who were invited to participate, 1010 completed the questionnaire (18.2%). Of these, 12.4% indicated NE for the studied period. NE was used in particular during preparations for exams, to enhance performance, and/or to regulate emotions, most commonly through caffeine tablets, cannabis, and methylphenidate. NE was associated with risky use of alcohol or tobacco, and to a lesser extent with ADHD symptoms and stress experience.Conclusions: Students are at risk of substance abuse and NE. Effective stress management and prevention approaches as well as low-threshold services are needed to identify and support students with risk profiles.

背景:学生在学习之初和学习期间都面临着巨大的挑战。竞争经验、考试焦虑,尤其是新的成绩要求,往往会引起考试焦虑和压力体验。就神经强化(NE)而言,使用药物的程度尚不清楚。有证据表明,NE、压力水平增加和心理健康之间存在关联:我们旨在确定大学生中 NE 和烟酒使用的普遍程度。我们还调查了 NE 与多动症、焦虑症、抑郁症和压力体验之间的关联:2021 年春季,我们对维尔茨堡医学、牙科、商业经济学和商业信息学专业的学生进行了匿名在线横断面调查。调查内容包括:ASRS(多动症)、PSS-10(压力)、PHQ-4(抑郁和焦虑)、AUDIT-C(饮酒),以及关于饮酒模式、先前知识和NE原因的问题:在应邀参加调查的 5564 名学生中,有 1010 人(18.2%)完成了问卷调查。其中 12.4%的学生表示在研究期间使用过 NE。NE 主要用于备考、提高成绩和/或调节情绪,最常见的是通过咖啡因片、大麻和哌醋甲酯。NE 与酗酒或吸烟的风险有关,在较小程度上与多动症症状和压力体验有关:结论:学生有滥用药物和 NE 的风险。需要有效的压力管理和预防方法以及低门槛服务来识别和支持有风险的学生。
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引用次数: 0
Development and implementation of digital peer mentoring in small groups for first-year medical students. 为一年级医学生开发和实施小组数字同伴指导。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-02-15 eCollection Date: 2024-01-01 DOI: 10.3205/zma001666
Sabine Drossard, Anja Härtl

Introduction: Mentoring has become an important educational strategy in medical training. Peer mentoring (PM) can enhance student experience and support transition to higher education. This article documents the implementation of an online peer mentoring program for first year medical students at a newly founded medical school in Germany during the COVID-19 pandemic and its development into in-person PM.

Project description: We developed the program in close collaboration between students and teachers. Students were invited to apply as peer mentors via email; they received instructions and reflected on their role and experiences in meetings before, during and after the semester. One or more peer mentors were assigned randomly to a student group. We evaluated the program with an online survey inspired by the "Modified Mentorship Effectiveness Scale". After successful piloting PM was implemented into the core curriculum.

Results: In 2020 we assigned 17 peer mentors to 14 groups of 6-7 students. Groups met 3 or more times via Zoom®. Overall satisfaction was high. Both student groups reported benefits for their personal and professional identity formation. Atmosphere in online meetings was excellent. Most important topics were exams/learning strategies. In 2021 meetings were held in person. Overall satisfaction, perceived benefits and learning atmosphere were again rated very positively. Most students preferred many-to-many PM and random matching.

Conclusion: The implementation of PM was successful and beneficial for the participating students. PM can help first-year medical students reduce anxiety, improve self-organization and orientation at university. It fosters identity formation and has positive effects on peer mentees as well as on peer mentors.

导言指导已成为医学培训中的一项重要教育策略。朋辈指导(PM)可以提升学生的学习体验,帮助他们顺利过渡到高等教育阶段。本文记录了德国一所新成立的医学院在 COVID-19 大流行期间为一年级医学生实施的在线朋辈指导计划,以及该计划发展为面对面朋辈指导的过程:我们与学生和教师密切合作开发了该项目。我们通过电子邮件邀请学生申请成为朋辈导师;他们在学期前、学期中和学期后的会议上接受指导并反思自己的角色和经验。一名或多名同伴导师被随机分配到一个学生小组。我们根据 "改良导师有效性量表 "的启发,通过在线调查对项目进行了评估。试点成功后,朋辈导师计划被纳入核心课程:2020 年,我们为 14 个由 6-7 名学生组成的小组分配了 17 名同伴导师。各小组通过 Zoom® 举行了 3 次或更多次会议。总体满意度很高。两个学生小组都报告说,他们在个人和职业身份形成方面受益匪浅。在线会议的气氛非常好。最重要的话题是考试/学习策略。2021 年的会议是面谈。总体满意度、感知到的益处和学习氛围再次得到了非常积极的评价。大多数学生更喜欢多对多 PM 和随机匹配:结论:PM 的实施是成功的,对参与学生是有益的。PM 可以帮助医科一年级学生减少焦虑,改善自我组织和大学定位。它促进了身份认同的形成,对朋辈被指导者和朋辈指导者都有积极影响。
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引用次数: 0
Development of a strategy for the expansion of online teaching at the University of Würzburg based on the experiences of lecturers and students in the pandemic years 2020/21. 根据讲师和学生在 2020/21 大流行年的经验,制定维尔茨堡大学扩大在线教学的战略。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-02-15 eCollection Date: 2024-01-01 DOI: 10.3205/zma001667
Lisa Marie Kühl, Nina Luisa Zerban, Elena Tiedemann, Sarah König

Background: Owing to the COVID-19 pandemic, the summer of 2020 saw face-to-face teaching replaced by online teaching. The question arose as to how digitalisation may be implemented meaningfully. The views of lecturers and students on past online programmes were gathered in order to identify potential and future prospects.

Project description: An exploratory, guidelines-based interview study was conducted during the clinical phase of the medicine degree at the Faculty of Medicine in Würzburg. Five lecturers and five students were interviewed in the winter semester of 2020/21. This was followed by a content analysis evaluation according to Kuckartz, with the help of MAXQDA.

Results: Online teaching offers more flexibility and security for the future. Hybrid formats (e.g., blended learning) are in demand. While theoretical knowledge can be taught online, face-to-face teaching remains essential in practical training. Digital elements must be developed didactically and anchored in the curriculum. Interaction and direct feedback between students and lecturers are key aspects of this.

Discussion: Online teaching in medicine offers numerous potentials and didactic design options that can improve the degree programme in a competency-based manner. Combined teaching formats are particularly effective in this regard. Fittingly conceived, multimedia teaching formats enable students to approach their studies in a focused manner. The points raised during the interviews correspond with the fundamental principles of the ARCS model, which was developed to strengthen continuous motivation in students.

Conclusion: Well-thought-out design and integration of online teaching can contribute to attractive, efficient, and future-oriented teaching/learning activities. Decisive factors are the collaboration of everyone involved and adequate provision of both time and financial resources.

背景:由于 COVID-19 大流行,2020 年夏季的面授教学被在线教学所取代。问题是如何有意义地实施数字化。我们收集了讲师和学生对以往在线课程的看法,以确定潜在的和未来的前景:在维尔茨堡医学院医学学位的临床阶段进行了一项基于指南的探索性访谈研究。在 2020/21 学年冬季学期,对五位讲师和五位学生进行了访谈。随后,在 MAXQDA 的帮助下,按照库卡茨的方法进行了内容分析评估:在线教学为未来提供了更多的灵活性和安全性。混合式教学(如混合式学习)很受欢迎。虽然理论知识可以在线传授,但面对面教学在实际培训中仍然必不可少。必须在教学中开发数字化元素,并将其融入课程。学生与讲师之间的互动和直接反馈是其中的关键环节:讨论:医学在线教学提供了许多潜力和教学设计方案,可以以能力为基础的方式改进学位课程。在这方面,综合教学形式尤为有效。恰如其分的多媒体教学形式可以让学生集中精力学习。访谈中提出的观点与 ARCS 模式的基本原则相吻合,ARCS 模式是为加强学生的持续学习动机而开发的:经过深思熟虑的在线教学设计和整合有助于开展有吸引力、高效和面向未来的教学/学习活动。决定性因素是所有相关人员的合作以及充足的时间和财政资源。
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引用次数: 0
Infection prevention in medical education - results of a descriptive cross-sectional study in Germany. 医学教育中的感染预防--德国一项描述性横断面研究的结果。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-02-15 eCollection Date: 2024-01-01 DOI: 10.3205/zma001659
Paul-Dierk Tingelhoff, Frank Hufert, Claudia Kiessling, Bertram Otto

Objective: The aim of the study was to assess the current curricular status of content on infection prevention in hospitals during medical education prior to the development of a serious game on infection prevention in hospitals. In addition, the data collected was to be contrasted with the training for a specialist nurse in hygiene and infection prevention (FKHI).

Methodology: In an online survey, persons in charge of medical degree programs and continuing education centers for FKHI, SkillsLabs and professional associations in Germany were asked to answer 28 questions on framework conditions, teaching, examinations, and gamification.

Results: Data was collected for 22 medical degree programs and 5 FKHI continuing education centers. Due to the low response rate, the data for the FKHI was only analyzed in summary form. On average, 13.5 teaching units (median) are available in medical studies. Six degree programs have a longitudinal curriculum. In 7 of the 22 degree programs, teaching is based on the National Competency-Based Learning Objectives Catalogue (NKLM). Almost all locations teach this content in lectures (n=18) and/or in internships (n=13). Teaching and examinations are most common in the third year of study (n=12). In addition to practical OSCE examinations (n=5), written (n=12) and computer-based (n=8) examinations are used in particular. Gamification is known as a didactic approach to some extent but is not used for teaching infection prevention.

Conclusions: Infection prevention in hospitals is given relatively low priority in medical education. Teaching and examinations are based on traditional knowledge-oriented formats, although practical teaching and practical examinations are established at some locations. In contrast to the FKHI, learning objectives currently appear to be less standardized. Further interprofessional development of teaching would be desirable in the future.

研究目的本研究的目的是在开发有关医院感染预防的严肃游戏之前,评估医学教育中有关医院感染预防内容的课程现状。此外,还将收集到的数据与卫生和感染预防专科护士(FKHI)的培训内容进行对比:在一项在线调查中,德国医学学位课程和FKHI继续教育中心、SkillsLabs和专业协会的负责人被要求回答有关框架条件、教学、考试和游戏化的28个问题:结果:共收集了22个医学学位项目和5个FKHI继续教育中心的数据。由于回复率较低,我们只对FKHI的数据进行了汇总分析。医学专业平均有 13.5 个教学单元(中位数)。六个学位课程设有纵向课程。在 22 个学位课程中,有 7 个是根据国家能力学习目标目录(NKLM)进行教学的。几乎所有地方都在讲座(18 个)和/或实习(13 个)中讲授这些内容。教学和考试在第三学年最为常见(12 人)。除了OSCE实践考试(5人)外,还特别采用笔试(12人)和计算机考试(8人)。游戏化作为一种说教方法在一定程度上为人所知,但并未用于感染预防教学:医院感染预防在医学教育中的优先级相对较低。教学和考试均以传统的知识导向型形式为基础,尽管在某些地方设立了实践教学和实践考试。与 FKHI 相比,目前的学习目标似乎不太标准化。今后最好能进一步发展跨专业教学。
{"title":"Infection prevention in medical education - results of a descriptive cross-sectional study in Germany.","authors":"Paul-Dierk Tingelhoff, Frank Hufert, Claudia Kiessling, Bertram Otto","doi":"10.3205/zma001659","DOIUrl":"10.3205/zma001659","url":null,"abstract":"<p><strong>Objective: </strong>The aim of the study was to assess the current curricular status of content on infection prevention in hospitals during medical education prior to the development of a serious game on infection prevention in hospitals. In addition, the data collected was to be contrasted with the training for a specialist nurse in hygiene and infection prevention (FKHI).</p><p><strong>Methodology: </strong>In an online survey, persons in charge of medical degree programs and continuing education centers for FKHI, SkillsLabs and professional associations in Germany were asked to answer 28 questions on framework conditions, teaching, examinations, and gamification.</p><p><strong>Results: </strong>Data was collected for 22 medical degree programs and 5 FKHI continuing education centers. Due to the low response rate, the data for the FKHI was only analyzed in summary form. On average, 13.5 teaching units (median) are available in medical studies. Six degree programs have a longitudinal curriculum. In 7 of the 22 degree programs, teaching is based on the National Competency-Based Learning Objectives Catalogue (NKLM). Almost all locations teach this content in lectures (n=18) and/or in internships (n=13). Teaching and examinations are most common in the third year of study (n=12). In addition to practical OSCE examinations (n=5), written (n=12) and computer-based (n=8) examinations are used in particular. Gamification is known as a didactic approach to some extent but is not used for teaching infection prevention.</p><p><strong>Conclusions: </strong>Infection prevention in hospitals is given relatively low priority in medical education. Teaching and examinations are based on traditional knowledge-oriented formats, although practical teaching and practical examinations are established at some locations. In contrast to the FKHI, learning objectives currently appear to be less standardized. Further interprofessional development of teaching would be desirable in the future.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 1","pages":"Doc4"},"PeriodicalIF":1.5,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10946213/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
(An) Insight into didactics in the health professions. (An) 深入了解卫生专业的教学方法。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-11-15 eCollection Date: 2023-01-01 DOI: 10.3205/zma001655
Ursula Walkenhorst
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引用次数: 0
Extent and types of gender-based discrimination against female medical students and physicians at five university hospitals in Germany - results of an online survey. 德国五所大学医院对医科女学生和女医生的性别歧视程度和类型--在线调查结果。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-11-15 eCollection Date: 2023-01-01 DOI: 10.3205/zma001648
Jan-Filip Tameling, Mareike Lohöfener, Judith Bereznai, Thi Phuong Anh Tran, Marie Ritter, Margarete Boos

Objective: There is a gap in research on gender-based discrimination (GBD) in medical education and practice in Germany. This study therefore examines the extent and forms of GBD among female medical students and physicians in Germany. Causes, consequences and possible interventions of GBD are discussed.

Methods: Female medical students (n=235) and female physicians (n=157) from five university hospitals in northern Germany were asked about their personal experiences with GBD in an online survey on self-efficacy expectations and individual perceptions of the "glass ceiling effect" using an open-ended question regarding their own experiences with GBD. The answers were analyzed by content analysis using inductive category formation and relative category frequencies.

Results: From both interviewed groups, approximately 75% each reported having experienced GBD. Their experiences fell into five main categories: sexual harassment with subcategories of verbal and physical, discrimination based on existing/possible motherhood with subcategories of structural and verbal, direct preference for men, direct neglect of women, and derogatory treatment based on gender.

Conclusion: The study contributes to filling the aforementioned research gap. At the hospitals studied, GBD is a common phenomenon among both female medical students and physicians, manifesting itself in multiple forms. Transferability of the results beyond the hospitals studied to all of Germany seems plausible. Much is known about the causes, consequences and effective countermeasures against GBD. Those responsible for training and employers in hospitals should fulfill their responsibility by implementing measures from the set of empirically evaluated interventions.

目的:德国医学教育和实践中的性别歧视(GBD)研究尚属空白。因此,本研究探讨了德国医科女学生和女医生中性别歧视的程度和形式。研究讨论了性别歧视的原因、后果和可能的干预措施:方法:对德国北部五所大学医院的女医科学生(人数=235)和女医生(人数=157)进行了在线调查,询问了她们在GBD方面的个人经历,调查内容涉及自我效能预期和个人对 "玻璃天花板效应 "的看法,并使用了一个关于GBD自身经历的开放式问题。我们使用归纳分类法和相对分类频率对答案进行了内容分析:结果:在两个受访小组中,约 75% 的受访者都表示有过 GBD 的经历。他们的经历主要分为五类:性骚扰(包括口头和身体骚扰)、基于现有/可能成为母亲的歧视(包括结构性歧视和口头歧视)、直接偏爱男性、直接忽视女性以及基于性别的贬损待遇:本研究有助于填补上述研究空白。在所研究的医院中,GBD 在女医学生和女医生中都是一种普遍现象,并以多种形式表现出来。研究结果似乎可以从所研究的医院推广到全德国。关于 GBD 的原因、后果和有效对策,我们已经了解了很多。医院中负责培训的人员和雇主应履行自己的责任,实施一系列经过经验评估的干预措施。
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引用次数: 0
German first-year medical students' expectations of their professional life - concerns and hopes: A project report. 德国医科一年级学生对职业生活的期望--担忧与希望:项目报告。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-11-15 eCollection Date: 2023-01-01 DOI: 10.3205/zma001654
Karen Schmidt-Bäse, Johanna Huber, Martin R Fischer, Marjo Wijnen-Meijer

Aim: Expectations among medical students towards their future professional life are affected by intrinsic and extrinsic factors which may change during years of medical school. The aim of this study is to gain further insight into students' expectations of their professional life at the beginning of medical school. Findings regarding contextual influences can be used to improve curricula and student guidance.

Methods: The project report based on an online survey among three cohorts of first year medical students at the LMU. The questionnaire consisted of six open-ended questions which addressed the student's motivation, expectations, anticipations and concerns of their professional life. Questions were also asked about presumed personal development and influence on private life. An inductive coding was used in this qualitative content analysis.

Results: Written responses from 591 participants were coded, categorized and summarized into four main themes: personal life, work, science, personal issue. Despite coming from different cohorts, the occurrence of the main themes showed the same trend in all student groups. Students are worried most about the work-life-balance, and they expect it to be a difficult issue. But many of our first-year students are optimistic that they will be able to establish a good work-life-balance or that the working conditions will have changed to a manageable workload at the time they will enter their first jobs. The majority of our students expect to become more self-confident with enhanced empathy and team-working ability and more patient and stress-resistant in daily challenges.

Conclusion: The medical students emphasize the gender-neutral desire for work-life balance. So, they expect improved working conditions for the future - an ongoing challenge for the health care system.

目的:医科学生对未来职业生活的期望受到内在和外在因素的影响,这些因素在医学院学习期间可能会发生变化。本研究旨在进一步了解医学院学生在入学之初对职业生活的期望。有关环境影响因素的研究结果可用于改进课程和学生指导:该项目报告以在线调查为基础,调查对象为德国医科大学的三届一年级医学生。问卷由六个开放式问题组成,涉及学生对职业生活的动机、期望、预期和担忧。此外,还询问了有关个人发展和对私人生活的影响的问题。本次定性内容分析采用了归纳编码法:对 591 名参与者的书面回答进行了编码、分类和归纳,分为四个主题:个人生活、工作、科学、个人问题。尽管这些主题来自不同的学生群体,但在所有学生群体中都呈现出相同的趋势。学生们最担心的是工作与生活的平衡,他们认为这是一个棘手的问题。但是,我们的许多一年级学生都乐观地认为,在他们进入第一份工作时,他们将能够很好地平衡工作与生活,或者工作条件将发生变化,使他们的工作量在可控范围内。我们的大多数学生期望自己变得更加自信,增强同理心和团队合作能力,在日常挑战中更有耐心和抗压能力:结论:医学生强调工作与生活平衡的愿望不分性别。因此,他们希望未来的工作条件得到改善,这也是医疗保健系统面临的一项持续挑战。
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引用次数: 0
Evaluation of the National Competence Based Catalogue of Learning Objectives (NKLM 2.0) for undergraduate medical education at the Medical School Hannover. 对汉诺威医学院本科医学教育中基于国家能力的学习目标目录(NKLM 2.0)进行评估。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-11-15 eCollection Date: 2023-01-01 DOI: 10.3205/zma001650
Marie Mikuteit, Ingo Just, Sandra Steffens

Background: The National Competence-Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) serves as the foundation for curricular development in undergraduate medical education in Germany. A new version of the NKLM was launched in 2021, and medical faculties are now evaluating the learning objectives (LOs). This paper describes the evaluation process used at Hannover Medical School.

Methods: The evaluation process was structured in three steps. LOs were rated as "keep", "modify" or "delete". First, the 1133 LOs were compared with the mapping of the Hannover curriculum from 2017. Then, a small team from the Curricular Development Department conducted a pre-evaluation of the 1133 LOs. Finally, a group of clinical experts and students discussed and agreed on the ratings.

Results: For 868 LOs, one or more counterparts were found in the mapping, but 265 new LOs were not found and thus, classified as new. In the first rating, 779 LOs were kept, 300 were modified (172 due to wording), 45 were deleted, and there was no rating for 9 LOs. The expert group changed 47 of the pre-evaluation decisions. The final rating was to keep 738 LOs, modify 356, and delete 39 LOs.

Conclusion: This method effectively evaluated the LOs from NKLM 2.0 while balancing expert knowledge and an overview of the curriculum.

背景:以能力为基础的国家医学本科教育学习目标目录(NKLM)是德国医学本科教育课程开发的基础。新版 NKLM 于 2021 年推出,医学院目前正在对学习目标(LOs)进行评估。本文介绍了汉诺威医学院的评估过程:评估过程分为三个步骤。学习目标被评为 "保留"、"修改 "或 "删除"。首先,将1133项LO与2017年汉诺威课程图谱进行比较。然后,课程开发部的一个小组对1133项LO进行了预评估。最后,由临床专家和学生组成的小组进行了讨论,并就评分达成了一致意见:结果:868 项学习目标在图谱中找到了一个或多个对应项,但有 265 项新的学习目标没有找到,因此被归类为新的学习目标。在第一次评级中,保留了 779 个学习目标,修改了 300 个(172 个因措辞问题),删除了 45 个,9 个学习目标没有评级。专家组修改了 47 项预评估决定。最后的评定结果是保留 738 项学习成果,修改 356 项,删除 39 项:这种方法有效地评估了NKLM 2.0中的学习目标,同时兼顾了专家知识和课程概况。
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引用次数: 0
The role of research competence as an influencing factor for the careers of young academics. Findings and implications from studies on doctorates in medicine and life sciences in Germany. 研究能力作为年轻学者职业生涯的影响因素。对德国医学和生命科学博士学位的研究结果和影响。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-11-15 eCollection Date: 2023-01-01 DOI: 10.3205/zma001652
Nurith Epstein, Julia Eberle, Julia Meuleners, Daniel Lachmann, Sonja Heuser, Stefan Herzig, Birgit Neuhaus, Martin R Fischer

Background: When viewed internationally, Germany boasts a high rate of doctoral candidates. Fields such as medicine and life sciences have a notably high proportion of doctoral students, a trend rooted in historical factors. Despite this, comprehensive empirical studies concerning the doctoral phase and early-career researchers, especially in relation to the rise of structured doctoral programmes, have only recently gained traction.

Methods: We present findings from a project investigating young scientists in medicine and life sciences. Postdoctoral graduates from these disciplines were examined both quantitatively and qualitatively within the E-Prom projects, emphasizing the primary domain of research.

Results: Our analysis indicates some benefits of structured doctoral programmes over traditional individual doctorates. However, the disparities between these doctoral approaches are less pronounced than anticipated. We also identified discrepancies between the programme descriptions and their actual execution. Integration into the scientific community and research-related self-efficacy are potential indicators of publication output and inclination towards a scientific career. Physicians exhibited lower research-related self-efficacy and a lesser tendency towards a scientific career than biologists. Notably, we found gender disparities disadvantaging female graduates, with these disparities being more marked in medicine.

Conclusions: There is evidence to suggest that official representations of structured doctoral programmes do not always align with their practical applications, limiting their potential effectiveness. Therefore, resources should be allocated to ensure the consistent execution of these programmes. Given the empirical evidence supporting the benefits of community integration for junior researchers, efforts should be made to facilitate their networking. Additionally, our findings emphasize the necessity of providing enhanced support for young female scientists.

背景:从国际范围来看,德国拥有很高的博士生比例。医学和生命科学等领域的博士生比例尤其高,这一趋势源于历史因素。尽管如此,有关博士阶段和早期职业研究人员的全面实证研究,尤其是与结构化博士课程的兴起有关的研究,直到最近才逐渐受到重视:我们介绍了一个调查医学和生命科学领域青年科学家项目的结果。我们在 E-Prom 项目中对这些学科的博士后毕业生进行了定量和定性研究,并强调了研究这一主要领域:结果:我们的分析表明,与传统的个人博士生相比,结构化博士生项目具有一些优势。然而,这些博士生培养方式之间的差异没有预期的那么明显。我们还发现了课程描述与实际执行之间的差异。融入科学界和与研究相关的自我效能感是发表论文数量和科学职业倾向的潜在指标。与生物学家相比,医生表现出较低的研究相关自我效能感,以及较低的科学职业倾向。值得注意的是,我们发现性别差异对女性毕业生不利,这种差异在医学领域更为明显:有证据表明,结构化博士课程的官方表述并不总是与其实际应用相一致,从而限制了其潜在的有效性。因此,应划拨资源,确保这些计划得到连贯一致的执行。鉴于有实证支持社区融合对初级研究人员的益处,应努力促进他们建立联系。此外,我们的研究结果还强调了为年轻女科学家提供更多支持的必要性。
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GMS Journal for Medical Education
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