2024/09/16 by Konrad Schmidt, Katharina Siller, Schmidt, Konrad +13
Medicine · Social Sciences · #Curriculum #Higher Education Practises and Engagement #Innovations in Medical Education #Medical Education and Admissions #Medicine and health #Medizinstudium #Mentoring #beziehungsorientiertes Lernen #curriculum #medical professionalism #medical studies #mentoring #professional identity formation #professionelle Identitätsentwicklung #relationship-based learning #situated learning #situiertes Lernen #ärztliche Professionalität
paper · doi:10.3205/zma001699
openalex publication_date 2024/09/16 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/19
Background: Professionalism is an important prerequisite for the quality of medical care with specific competencies anchored in the National Competence-Based Learning Objectives Catalogue Medicine 2.0. To date, there are hardly any explicit teaching formats at German universities to achieve these. A longitudinal curriculum for the development of medical professionalism (LongProf) has now been developed, implemented and evaluated at Jena University Hospital. Methods: The target group of the four-semester-curriculum were medical students from the fifth semester onwards. After a nine-month conception phase, a total of nine courses (6 teaching units each) took place from the winter semester 2021/22. Students also had the opportunity to interact with experienced doctors in mentoring sessions. The courses were evaluated by the participating students (n=23) in terms of acceptance and individually perceived professional development through quantitative surveys and qualitative focus group interviews. Results: The qualitative and quantitative evaluation revealed mostly positive feedback (mean >7/9). Students stated that the courses had provided them with lasting support in developing their own medical professionalism and in coping with the demands of their studies. The personal and long-term relationship building between students and teachers was considered particularly helpful. Discussion and conclusion: A multi-semester curriculum opens up ways for implementing the development of medical professionalism in medical studies. A trusting relationship between students and teachers, made possible by the longitudinal structure, is seen as conducive to the development of an individual medical identity. The curriculum is a useful complement to regular medical studies.