GMS Journal for Medical Education最新文献

{"title":"Cross-disciplinary \"General Learning Objectives\" for postgraduate medical training: Prioritisation of five competency domains using a Delphi process.","authors":"Elke Bayha, Hermann Armstad, Giatgen Spinas, Monika Brodmann Maeder, Eva K Hennel","doi":"10.3205/zma001875","DOIUrl":"10.3205/zma001875","url":null,"abstract":"<p><strong>Objective: </strong>The Swiss postgraduate education regulations stipulate that teaching be guided by cross-disciplinary \"General Learning Objectives\" (GLOs) based on the CanMEDS roles. Notwithstanding these regulations, teaching activities and performance criteria for GLOs are scarcely evident in postgraduate training programmes. The primary aim of this study was to determine the reasons why too little emphasis is placed on GLOs in postgraduate training programmes. A secondary aim was to define a reduced set of needs-based cross-disciplinary competencies that trainees should develop during their postgraduate medical training.</p><p><strong>Methodology: </strong>A Delphi study was conducted to survey postgraduate trainees and heads of training centres throughout Switzerland. In two rounds of surveys, data were collected on (1) why too little emphasis is placed on GLOs in postgraduate training and (2) which GLOs are considered relevant. Based on these results, the GLOs were then consolidated into competency domains.</p><p><strong>Results: </strong>The main reason for the underemphasis on GLOs was the high workload of postgraduate trainees. Based on the data from both survey rounds, the following five competency domains were formulated and prioritised by the research team: \"patient safety\", \"communication in physician-patient relationships\", \"mental health of physicians\", \"collaboration in interprofessional teams\" and \"clinical ethics\".</p><p><strong>Conclusions: </strong>The results of the Delphi study confirm the need for action and provide important insights into how sub-aspects of GLOs are weighted by clinicians. Barriers to implementation of GLOs include the high workload imposed on postgraduate trainees and the lack of awareness about GLOs. The final concept comprised five cross-disciplinary competency domains that provide an application-oriented framework to underpin postgraduate medical training.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 6","pages":"Doc81"},"PeriodicalIF":2.3,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13617337/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erratum and republication: Contemporary cinemeducation: Transdisciplinary exchange at Locarno Film Festival.","authors":"Mike Rueb, Stefano Knuchel, Justine Knuchel, Kevin B Lee, Martin R Fischer","doi":"10.3205/zma001864","DOIUrl":"https://doi.org/10.3205/zma001864","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.3205/zma001852.].</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 5","pages":"Doc70"},"PeriodicalIF":2.3,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13454996/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contemporary cinemeducation: Transdisciplinary exchange at Locarno Film Festival.","authors":"Mike Rueb, Stefano Knuchel, Justine Knuchel, Kevin B Lee, Martin R Fischer","doi":"10.3205/zma001865","DOIUrl":"10.3205/zma001865","url":null,"abstract":"<p><p>Film-based pedagogy, especially cinemeducation as a teaching methodology, has become more visible as an arts and humanities teaching format. However, many existing cinemeducation courses at medical schools use films that, while valuable in their time, may no longer reflect current societal or medical discourses. This study aimed to identify contemporary films that resonate with present-day issues in medicine, assess students' motivation to engage with cinemeducation, and explore interest in transdisciplinary learning. For the first time, three medical students participated in BaseCamp at the Locarno Film Festival, a young talents program that fosters transdisciplinary exchange. They screened festival films with medical themes and organised a 75-minute workshop with students from film, natural sciences, arts, and medicine. The workshop focused on how students from these fields can collaborate to create transdisciplinary learning environments. The students identified seven films with medical topics in the Locarno Film Festival program. Evaluations showed that the students were highly motivated to further engage with cinemeducation and promote transdisciplinary education. The exchange generated innovative approaches, including the use of video essays for cinemeducation and producing films together with art and film students. Medical students like to exchange ideas with other cinemeducation projects worldwide, which is supported by a mean Likert score of 1.3 (n=3). A transdisciplinary medical film festival and a cinemeducation symposium could be a first step.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 5","pages":"Doc71"},"PeriodicalIF":2.3,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13454997/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148707996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The interplay of research and teaching for better medical care: Balance and dynamic development.","authors":"Martin R Fischer","doi":"10.3205/zma001863","DOIUrl":"10.3205/zma001863","url":null,"abstract":"","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 5","pages":"Doc69"},"PeriodicalIF":2.3,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13316780/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148362858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Vertical integration of biochemistry: The interdisciplinary spiral curriculum in the Brandenburg reformed medical study programme.","authors":"Jenny Engelmann, Julia Schendzielorz, Fabian Otte, Alexander Bertram, Meike Hoffmeister, Stefanie Oess","doi":"10.3205/zma001857","DOIUrl":"10.3205/zma001857","url":null,"abstract":"<p><strong>Objective: </strong>A key recommendation for further improvement of undergraduate medical education is vertical integration, in particular the close connection of basic medical science and clinical learning content. The project described here aimed to develop and implement an interdisciplinary spiral curriculum for biochemistry, which has its own subject systematics, is integrated into the organ- and topic-related modules of the Brandenburg reformed medical study programme and exploits learning theory-based benefits of vertical integration. This project report provides a specific implementation example for practitioners.</p><p><strong>Methodology: </strong>Curriculum development took place in an interdisciplinary process. Learning success was analysed comparatively using the Progress Test Medicine, and student perception was evaluated using a questionnaire.</p><p><strong>Results: </strong>The spiral curriculum for biochemistry is fully integrated into a Z-curriculum, both across the entire length of the study programme as well as at the level of modules, modules' learning objectives, weekly topics and interdisciplinary classes. Exemplary mapping with the NKLM and the national catalogue of exam-relevant topics, comparable learning success with other universities and student evaluations confirm the intended subject systematics, the high degree of vertical integration and its positive evaluation, e.g. in terms of relevance of learning content and deep learning. According to level 9 of Harden's integration ladder, the biochemical subject identity has been retained, but subject autonomy has been largely abandoned.</p><p><strong>Conclusion: </strong>The spiral curriculum for biochemistry implements key recommendations for further improvement of undergraduate medical education, demonstrates the successful application of the principles of vertical integration and confirms the opportunities associated with its use.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 5","pages":"Doc63"},"PeriodicalIF":2.3,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13316365/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148362915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) - process description over the last 15 years.","authors":"Jacqueline Jennebach, Julian Özkaya, Svea Giesecke, Nina Meißner, Matthias Seidel, Vincent Wyszynski, Julian Giesecke, Till Rech, Olaf Fritze, Jan Schildmann, Jochen Kreuder, Reinhard Hickel, Eckhart G Hahn, Martin R Fischer, Olaf Ahlers","doi":"10.3205/zma001862","DOIUrl":"10.3205/zma001862","url":null,"abstract":"<p><strong>Introduction: </strong>The \"National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education\" (NKLM) constitutes the content framework for medical studies in the Federal Republic of Germany. It defines the competencies that are deemed to be essential for all graduates to acquire by the conclusion of their studies, irrespective of the specialisation they subsequently pursue in residency. Another objective is to achieve what is termed \"constructive alignment\", i.e. coordination between state examinations and faculty learning, teaching and assessment. This manuscript describes the development of the NKLM since 2009, with the overarching objective being the continual enhancement of the catalogue's usability for the faculties.</p><p><strong>Project description: </strong>The creation and revision of the catalogue were conceptualised and coordinated in various constellations by the Association for Medical Education (GMA), the German Association of Medical Faculties (MFT), and the LOOOP research team at Charité and Brandenburg Medical School. The most recent findings from educational research have been continuously incorporated into the structure of the catalogue and the processing algorithms. In light of the aforementioned algorithms, the catalogue has been revised by a team of over 1,000 subject matter experts. The release of Version 2.1 is scheduled for the summer of 2026.</p><p><strong>Summary and outlook: </strong>The catalogue has undergone a series of refinements, improvements to its internal structure, and a substantial reduction in content scope across three interim versions: NKLM 1.0, NKLM 1.0 (neo), and NKLM 2.0. The NKLM serves as the foundation for the core curricula of the faculties. It is designed to be a living document that is continually adapted to new findings and topics. Development of the subsequent version, designated as 3.0, is already in preparation.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 5","pages":"Doc68"},"PeriodicalIF":2.3,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13316781/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148362848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competencies for medical nutritional counselling of children and adolescents: Analysis of NKLM 2.0 based on an evidence-based catalogue of criteria.","authors":"Lena Sophie Rudolf, Cathleen Bunzel, Lisa-Michelle Dietz, Katja Kröller, Jana Markert, Helen Clara Schörghofer, Mario Meixner, Laura von Iven, Anke Lux, Anke Rissmann","doi":"10.3205/zma001854","DOIUrl":"10.3205/zma001854","url":null,"abstract":"<p><strong>Objective: </strong>Breastfeeding and Nutrition Counselling (NC) plays an important role in paediatric and adolescent medicine for the prevention of nutrition-related diseases. The necessary fundamentals should already be taught during undergraduate medical education. The objectives of this paper were 1. to analyse the National Competence-Based Catalogue of Learning Objectives 2.0 (NKLM) with regard to nutrition-related competencies, 2. to identify possible discrepancies, and 3. to formulate recommendations.</p><p><strong>Methodology: </strong>With the help of a structured literature research, the competency goals which are necessary for primary preventive NC were identified and summarised in a theoretical catalogue of criteria. The NKLM 2.0 was subsequently checked for its content using the qualitative content analysis according to Mayring.</p><p><strong>Results: </strong>The final code system consisted of 82 codes. All 1,426 coded segments were distributed across the code categories as follows: \"Preventive nutritional knowledge\": 532 (37.31%), \"Communication competencies\": 442 (31%), \"NC competencies\": 216 (15.15%), \"Nutritional medicine\": 236 (16.55%). No teaching content was identified for 5 codes. Teaching formats and time frames were not specified.</p><p><strong>Conclusion: </strong>NKLM 2.0 covers most of the competencies required for adequate preventive medical NC. There are gaps in nutritional knowledge (nutrition of breastfeeding mothers, cooking and kitchen techniques, eating behaviour) and in nutrition counselling competencies (nudging, sensitive communication about body weight, systemic counselling). These topics can be taught in a targeted manner in communication courses or as part of culinary medicine programs. Mandatory advanced training in paediatrics and adolescent medicine, as well as clear guidelines regarding teaching formats and time requirements, appear to be sensible measures to ensure lasting learning success and effective prevention.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 5","pages":"Doc60"},"PeriodicalIF":2.3,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13316368/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148362898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A randomised study on the comparative performance of German paramedics after technical versus non-technical skills training.","authors":"Hendrik Eismann, Jörn Halser, Mathias Robert, Markus Flentje","doi":"10.3205/zma001858","DOIUrl":"10.3205/zma001858","url":null,"abstract":"<p><strong>Background: </strong>The working environment of pre-hospital emergency medicine represents the framework conditions of high-risk organisations. Non-technical skills are an important foundation for successful performance. In Germany, a new job profile - advanced paramedic - was introduced in 2014, which for the first time also included non-technical skills in the curriculum. Another special feature is that for the first time it is regulated how paramedics proceed with selected extended procedures, such as the application of selected medication. The advanced paramedic has a mandatory annual training requirement of 30 hours. Since there are no requirements in terms of content, we investigated whether training of non-technical or technical skills improve the care of a simulated patient. The results should indicate which priorities should be set in training.</p><p><strong>Methods: </strong>Teams were randomised while training and debriefing took place depending on the study arm with a focus on technical procedures and non-technical skills. Six months later, we evaluated the performance of the teams in a simulation scenario using \"time-key-item-product\" score and the use of incident management methods.</p><p><strong>Results: </strong>Comparing performance with crisis resource management (CRM)/ non-technical skills and technical training, we found no significant difference in time-key-item-product score (TKIP). There was also no difference in the application of incident management methods. Checklists were only used in small numbers. Over half of the teams failed to complete 75% of the required procedures in the scenario.</p><p><strong>Conclusion: </strong>It is noticeable that only a few groups carried out all required procedures. The incomplete treatment suggests that the use of checklists can help emergency teams. Dealing with non-technical skills should be trained intensively, as their use does not yet appear to be routine.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 5","pages":"Doc64"},"PeriodicalIF":2.3,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13316372/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148362852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building digital bridges: Sustaining medical education in Ukraine during the war through blended online modules.","authors":"Sarah König, Nina Luisa Zerban, Nataliia Malachkova, Joy Backhaus, Halyna Rudenko","doi":"10.3205/zma001861","DOIUrl":"10.3205/zma001861","url":null,"abstract":"<p><strong>Objectives: </strong>The invasion of Ukraine has severely disrupted medical education. This study evaluated a blended digital intervention to support medical students and examined factors influencing students' experiences under the conditions.</p><p><strong>Methods: </strong>Two blended online modules (Medical Communication and Clinical Reasoning) were co-developed by the University of Würzburg and two Ukrainian medical universities. The modules combined asynchronous learning materials with synchronous online sessions, including simulated patients alongside case-based discussions. Displaced Ukrainian physicians contributed as instructors. A cross-sectional mixed-methods evaluation was conducted at the end of teaching using an online questionnaire with 15 Likert-scale items and open-ended questions. Quantitative data were analysed using descriptive statistics, exploratory factor analysis, and regression analyses with interaction terms. Qualitative responses underwent thematic content analysis.</p><p><strong>Results: </strong>In total, 376 valid questionnaires were completed (response rate: 28.8% of 1,306 module participations). Factor analysis identified three perceived outcome dimensions: teaching quality, learning gain, and module experience. These accounted for 54% of the total variance and captured students' perceived effectiveness of the modules. Ratings were high for organisation, clarity, and interactivity, while perceived learning gain was positive but lower for compensating missing practical training. War- and infrastructure-related interruptions were negatively associated with ratings, with a significant interaction of study location indicating stronger effects in Ternopil than in Vinnytsya. Qualitative comments corroborated these findings and highlighted practical relevance, cultural adaptation, and participants' exposure to different professional practices.</p><p><strong>Conclusion: </strong>The blended online modules were positively evaluated, and represent a scalable and resilient approach to sustaining medical training in conflicts and other resource-limited contexts.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 5","pages":"Doc67"},"PeriodicalIF":2.3,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13316783/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148362832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interprofessional education of final-year medical students and trainee anaesthesia assistants (IPAPA) - a project report on an interprofessional training sequence on induction of anaesthesia.","authors":"Gregor Massoth, Maria Wittmann, Andrea Tölle, Andreas Jurkscheit, Mark Coburn, Götz Fabry, Johannes Biedermann, Achilles Delis","doi":"10.3205/zma001856","DOIUrl":"10.3205/zma001856","url":null,"abstract":"<p><strong>Introduction: </strong>Interprofessional collaboration is considered a key determinant of patient care quality and safety, yet it remains only partially embedded in the curricula of healthcare professions. The IPAPA project, developed at the University Hospital Bonn, addresses this gap through the design of a simulation-based interprofessional training programme for final-year medical students in their elective anaesthesiology rotation and trainee anaesthesia assistants, based on the evidence-informed TeamSTEPPS^® programme.</p><p><strong>Objective: </strong>This project report aims to describe the curricular development, implementation, and instructional design of the IPAPA teaching concept and to contextualise initial experiences from the accompanying evaluation.</p><p><strong>Methods: </strong>The teaching intervention was developed in accordance with Kern's six-step approach to curriculum development. Interprofessional learning objectives were derived from the National Competence-Based Learning Objectives Catalogue for Medicine and the German training and examination regulations for anaesthesia assistants and operating theatre technicians (ATA-OTA-APrV), and translated into an adapted TeamSTEPPS^® 3.0-based teaching and learning concept with simulation-based components. Implementation was complemented by an accompanying evaluation.</p><p><strong>Results: </strong>The IPAPA concept, comprising eight teaching units, was integrated as a mandatory course into both the final-year elective rotation in anaesthesiology and the training programme for trainee anaesthesia assistants. Initial qualitative feedback from participants suggests high acceptance of the format, particularly with regard to the practical simulations and the structured interprofessional communication. Joint participation of both professional groups was described as realistic and conducive to mutual role understanding.</p><p><strong>Conclusion: </strong>This project report illustrates how an interprofessional, simulation-based team training programme can be developed and implemented within an anaesthesiology training context. IPAPA thus contributes to the structured integration of interprofessional teaching formats and may serve as a model for comparable educational settings.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 5","pages":"Doc62"},"PeriodicalIF":2.3,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13316364/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148362874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}