Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part II: Key factors for motivating the faculty during the process

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciß, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

doi:10.3205/zma001083

Cited by 6 publications

References 22 publications

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Entwicklung eines kompetenzbasierten Lernzielkatalogs Nuklearmedizin für das Studium der Humanmedizin in Deutschland

et al. 2019

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ZusammenfassungUmsetzung der Vorgaben des Nationalen Kompetenzbasierten Lernzielkatalogs Medizin (NKLM, 2015) für ein Curriculum Nuklearmedizin im Auftrag des Ausschusses Fort- und Weiterbildung der Deutschen Gesellschaft für Nuklearmedizin (DGN). Methoden 100 Lernziele (LZ) in 7 Domänen wurden in einem Delphi-Verfahren unter Einbeziehung aller habilitierten Mitglieder der DGN als Experten durch einen Fragebogen einer Priorisierung in 3 Kategorien (A, B und C) unterzogen. Kategorie A definierte für die jeden Arzt unerlässlichen LZ. Die Priorisierung erfolgte durch Rangbildung nach dem Anteil der A-Klassifikationen. Eine LZ-Liste mit den Rangplätzen 1 – 5 in jeder Domäne wurde in der 2. Stufe des Delphi-Verfahrens den Experten der ersten Runde als Kern-Curriculum mit der Frage nach Akzeptanz bzw. Modifikationen vorgelegt. Ergebnisse Die Ergebnisse der 1. Stufe des Delphi-Verfahrens zeigte einen Rücklauf der Fragebögen von 29 % (55 von 184). Die 2. Runde erbrachte einen Rücklauf von 30,9 % (57 von 184) und eine uneingeschränkte Akzeptanz der vorgeschlagenen LZ in allen LZ-Domänen bei im Median 72 % der befragten Experten (61 %–81 %). Die vorliegende Endfassung enthält 37 kompetenzbasierte LZ in den LZ-Domänen „Gesetzliche Grundlagen und Strahlenschutz“, „naturwissenschaftliche Grundlagen“, Indikationen und Kontraindikationen zu „PET/CT“, „Szintigraphie und SPECT“, „Patientenvorbereitung“, „Befundanalyse und -interpretation“ sowie „Therapie“. Ausblick Der kompetenzbasierte LZ-Katalog Nuklearmedizin beschreibt die Kenntnisse und Kompetenzen, über die jeder Arzt am Ende seines Studiums verfügen sollte. Der LZ-Katalog ist ein lebendes Dokument, das fortlaufend an den Fortschritt der medizinischen und technologischen Entwicklung angepasst werden muss.

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Entwicklung eines kompetenzbasierten Lernzielkatalogs Nuklearmedizin für das Studium der Humanmedizin in Deutschland

et al. 2019

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Intrinsic roles in the crosshair – strategic analysis of multi-site role implementation with an adapted matrix map approach

Griewatz

Lammerding-Koeppel

2019

BMC Med Educ

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Background The implementation of competency-based intrinsic roles in undergraduate medical education remains a challenge. Faculties in transition need to be provided with generalizable curricular data in order to facilitate orientation on curricular roles’ representation and to decide on steps of curriculum development. Explicit and implicit representation of objectives and multi-site agreement can be viewed as status indicators for the adoption of roles. Our aim was to develop a pragmatic cross-locational approach to capture roles’ developmental status in an overview and prioritize strategic recommendations. Methods Based on the mapping data from six German medical faculties, the relationship between explicit and implicit curricular representation of role’ objectives (weighting) and extent of programs’ consent (agreement) was calculated. Data was visualized in a role-specific Matrix Map to analyse roles’ implicit-explicit relation and risk-value potential. The matrix was combined with Roger’s stages of innovation diffusion for differentiated interpretation of the developmental role status. Results Entangling multi-site agreement and curricular weighting, the 4-Field-Matrix allows to assess objectives based on their current localization in a quadrant: “Disregard” (lower left) and “Progress” quadrant (upper left) reveal the diffusion period; “Potential” (lower right) and “Emphasis” quadrant (upper right) indicate the adoption period. The role patterns differ in curricular representation, progression and clarity: (1) Scholar: explicit/implicit - scattered across the matrix; most explicit objectives in “Progress”. (2) Health Advocate: explicit – primarily in “Emphasis”; only role in which the explicit representation significantly exceeds the implicit. (3) Collaborator: explicit - mainly “Potential”; implicit - “Progress” or “Emphasis”. (4) Professional: explicit – primarily “Potential” but also “Emphasis”; implicit - “Progress” and “Emphasis”; appears better adopted but scattered in weighting; high hidden curricula. (5) Manager: explicit and implicit - exclusively in “Potential”, without signs of development. Role patterns correspond to evidences from literature. Exemplified with roles, quadrant-specific strategies and measures are suggested. Framework reviewers may gain information for discussion of critical content. Conclusion The Matrix Map enables to catch intuitively the status of intrinsic roles’ profiles regarding role pattern, implicit-explicit relation and programs agreement. Thus, interpretation and informed discussions are fostered. Further target-oriented analyses and strategic developments can be conducted to enhance transparency and resource-efficiency.

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Clinical experience can compensate for inferior academic achievements in an undergraduate objective structured clinical examination

Tsikas

Afshar

2023

BMC Med Educ

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Background Practical and non-cognitive skills are essential to medical professions; yet, success in medical studies is primarily assessed with cognitive criteria. We show that practical exams can benefit students who have only average high school final grades, but working experience in medical professions. Methods With a cross-sectional study, we compare the performance of undergraduate medical students with working experience in adjacent health-care professions (and below-average school leaving-grades) with students who entered medical school directly based on their excellent school records in an Objective Structured Clinical Examination (OSCE). For a sample of more than 1,200 students, we use information on OSCE scores in medical and practical skills, doctor-patient communication/interaction, performance in MC-exams, and core sociodemographic variables. Results Waiting list students outperformed their classmates in the demonstration of practical skills. Students admitted via their excellent school grades scored best overall. This difference vanishes once we control for school-leaving grade and age, the two main factors separating the analysed groups. Students from the waiting list have a significantly smaller overall chance to reach excellent grades in the first two years of study. Conclusions Students who gathered experiences in health-care professions before enrolling at medical school can benefit from an expanded role of practical elements in medical studies. Student selection instruments should take these different starting positions and qualities of applicants into account, for example with a quota for the professionally experienced.

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Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part II: Key factors for motivating the faculty during the process

Cited by 6 publications

References 22 publications

Entwicklung eines kompetenzbasierten Lernzielkatalogs Nuklearmedizin für das Studium der Humanmedizin in Deutschland

Entwicklung eines kompetenzbasierten Lernzielkatalogs Nuklearmedizin für das Studium der Humanmedizin in Deutschland

Intrinsic roles in the crosshair – strategic analysis of multi-site role implementation with an adapted matrix map approach

Clinical experience can compensate for inferior academic achievements in an undergraduate objective structured clinical examination

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