2015/11/12 by Stefanie C. Hautz, Wolf E. Hautz, Hautz, Stefanie C. +7 · 1 citation
Medicine · Social Sciences · #610 Medical sciences #Clinical Reasoning and Diagnostic Skills #Innovations in Medical Education #Medicine #Problem and Project Based Learning #Wissenschaft #medical education #medizinsche Bildung #scholarship #studentische Ausbildung #undergraduate education
paper · doi:10.3205/000224
openalex publication_date 2015/11/12 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
BACKGROUND: In Germany, a national competence based catalogue of learning objectives in medicine (NKLM) was developed by the Society for Medical Education and the Council of Medical Faculties. As many of its international counterparts the NKLM describes the qualifications of medical school graduates. The definition of such outcome frameworks indents to make medical education transparent to students, teachers and society. The NKLM aims to amend existing lists of medical topics for assessment with learnable competencies. All outcome frameworks are structured into chapters, domains or physician roles. The definition of the scholar-role poses a number of questions such as: What distinguishes necessary qualifications of a scientifically qualified physician from those of a medical scientist? METHODS: 13 outcome frameworks were identified through a systematic three-step literature review and their content compared to the scholar role in the NKLM by means of a qualitative text analysis. The three steps consist of (1) search for outcome frameworks, (2) in- and exclusion, and (3) data extraction, categorization, and validation. The results were afterwards matched with the scholar role of the NKLM. RESULTS: Extracted contents of all frameworks may be summarized into the components Common Basics, Clinical Application, Research, Teaching and Education, and Lifelong Learning. Compared to the included frameworks the NKLM emphasises competencies necessary for research and teaching while clinical application is less prominently mentioned. CONCLUSION: The scholar role of the NKLM differs from other international outcome frameworks. Discussing these results shall increase propagation and understanding of the NKLM and thus contribute to the qualification of future medical graduates in Germany.