2025/09/15 by Tabea Theurich, Theurich, Tabea, Ylva Holzhausen +5 · 1 citation
Engineering · Medicine · #Anatomy and Medical Technology #Clinical Reasoning and Diagnostic Skills #Innovations in Medical Education #Medicine and health #Medizinstudium #National Competence-Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) #Nationaler Kompetenzbasierter Lernzielkatalog Medizin (NKLM) #competency-based education #curriculare Kartierung #curriculum mapping #kompetenzbasierte Ausbildung #undergraduate medical program
paper · doi:10.3205/zma001770
openalex publication_date 2025/09/15 · openalex created_date 2025/10/18 · openalex updated_date 2026/07/23
Background: The National Competence-Based Catalogue of Learning Objectives (NKLM) aims to set standards for undergraduate medical education programs in Germany. The NKLM 2.0 is currently under revision, and medical faculties have been invited to evaluate this version. This study maps the learning objectives of the Modular Curriculum of Medicine (MCM) of the Charité Berlin to the NKLM 2.0 items using approaches based to those of a previous mapping of NKLM 1.0 to allow comparison. Methods: A two-step process was used to determine coverage. First, the MCM learning objectives were mapped to the NKLM 2.0 items using the LOOOP curriculum management platform. Next, the degree of coverage of the NKLM 2.0 by the MCM was calculated via three quantitative approaches and one qualitative approach (content comparison). Finally, the results of NKLM 2.0 coverage were compared with the results of the previous NKLM 1.0 mapping. Results: The mapping process identified 11,879 matches between 4,396 MCM learning objectives and 2,813 NKLM 2.0 items. The degree of NKLM 2.0 coverage, based on a content comparison approach increased to 52% compared with 41% for the NKLM 1.0. While some NKLM 2.0 chapters showed considerable increases (VII +25%, VIII +20%), others showed relevant decreases (V -8%, VI -8%). Discussion: The coverage of the NKLM 2.0 by MCM learning objectives has improved compared with the NKLM 1.0. However, the low level of coverage by the MCM of only 52% indicates that the content of future revisions of the NKLM needs to be reduced considerably; otherwise, the content cannot feasibly be taught and learned within the regulatory framework for undergraduate medical education in Germany.