The current discussion regarding the importance of competence based medical training in Germany can be interpreted as a reaction to identified deficits in this area, and the constantly changing challenges in the medical professional practice. It is undisputed within the debate that postgraduate medical education serves “der Sicherheit der Qualität ärztlicher Berufsausübung” (MWBO 2015 §1) and that there is a close connection between the quality of postgraduatemedical education and the quality of patient care. Postgraduate medical education is therefore shortened in order to be characterized as a ‘by-product’ that arises during patient care. The opposite is the case: Postgraduate medical education in general, and competence based medical training in particular are faced with a variety of challenges. Both affect the goals and design of medical training in everyday medical practice. Postgraduate medical education is organized within institutional and social framework conditions by those directly involved in it. They must take into account the current demands on the different roles of physicians in their workplace. For example, these include an increasing specialization and fluidity of knowledge and practices, or the importance of working in communities of action in patient care. This leads to a need to acquire interdisciplinary skills that go beyond pure medical expertise. Also, a willingness to integrate teaching in everyday medical practice and to understand postgraduate medical education as workplace learning is necessary. The focus thus shifts to the question of what, when, where, and whether it is taught and learned at all in order to achieve the legally anchored goal of postgraduate medical education. This is defined as the “ geregelte Erwerb festgelegter Kenntnisse, Erfahrungen und Fertigkeiten, um nach dem Abschluss der Berufsausbildung besondere ärztliche Kompetenzen zu erlangen” (MWBO 2015).
The goal ofE.K.I. is the development and implementation of a framework concept that advises, accompanies and supports those authorized to train and those taking part in further training in their educational processes. From the perspective of vocational education, E.K.I. asks the following questions:
- Are there any methodological or didactic concepts for graduate medical education in the BwK?
- Which influentialfactors are significant for further medical training from the point of view of all those involved in further training?
- Which formal, organizational, social and individual conditions are important for learning and teaching in postgraduate medical education?
- How can teaching and learning, in addition to competence development be integrated or made visible in the process of medical work?
“E.K.I.” examines these diverse research factors in the Bundeswehr Krankenhaus Hamburg as part of a process evaluation that is made up of the following components:
Evaluation: analysis and systematic model of organizational and structural requirements as well as special features of postgraduate medical education at the BwK Hamburg
Conceptualization: ideas and concepts for postgraduate medical education at the BwK Hamburg against the background of the (Muster-)Weiterbildungsordnung, the basics and guidelines for workplace learning as well as work-integrated competence development, consideration of the special features of the individual specialist clinics and the structural specifics of a Bundeswehr Krankenhaus
Implementation: development of didactic and methodical concepts for postgraduate medical training
Team
Prof. Dr. Christine Zeuner, Dr. Katja Petersen, Dr. Katja Schmidt
Contact
T: 040 – 6541 – 2566
Duration and third party funding
The project is funded by the Sanitätsakademie der Bundeswehr München. Duration: February 2019 to December 2023
Letzte Änderung: 14. March 2023