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首页> 外文期刊>Medical teacher >Medical teachers' perception of professional roles in the framework of the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM)A multicenter study
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Medical teachers' perception of professional roles in the framework of the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM)A multicenter study

机译：在基于德国国家能力的本科医学教育（NKLM）学习目标框架内，医学老师对专业角色的感知多中心研究

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Background: Based on CanMEDS and others, the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) were recently consented. International studies recommend integrating national and cultural context when transferring a professional roles framework in different countries. Teachers' misconceptions may establish barriers in role understanding and implementation.Objectives: The aim is to analyze medical teachers' rating and perception of NKLM roles in order to reveal differences to official definitions.Methods: A two-step sequential mixed methods design was used including a survey and focus groups with N=80 medical teachers from four German universities.Results: Most of the teachers highly valued the importance of the role Medical Expert and understood comprehensively. The Communicator and the Collaborator were rated fairly and perceived to a large extent. Other intrinsic roles like Health Advocate and Scholar showed more deficits in perception and less importance by the participants. This was seen generally problematic and should be considered carefully. Manager and professional showed one-sided weaknesses either in importance or perception.Conclusion: Medical teachers considered NKLM roles relevant for medical practice, although their role perception differed considerably. The value and risk matrix visualizes the specific role profile and offers strategic implications for NKLM communication and handling, thus supporting change management.
机译：背景：基于CanMEDS等，最近同意了德国国家基于能力的本科医学教育学习目标（NKLM）。国际研究建议在不同国家转移专业角色框架时，应融合国家和文化背景。教师的误解可能会在角色理解和实施中建立障碍。目的：旨在分析医学教师对NKLM角色的评价和认识，以揭示与官方定义的差异。方法：采用了两步顺序混合方法设计，包括一个来自德国四所大学的N = 80名医学教师的调查和焦点小组研究。结果：大多数教师高度评价医学专家这一角色的重要性，并且对此有全面的了解。对沟通者和合作者的评价很高，并且在很大程度上得到了认可。其他内在角色，例如“健康倡导者”和“学者”，表现出更大的认知缺陷，参与者的重要性降低。普遍认为这是有问题的，应仔细考虑。经理和专业人员在重要性或认知上都显示出一个弱点。结论：尽管教师的角色认知差异很大，但他们认为NKLM角色与医学实践有关。价值和风险矩阵将特定角色形象形象化，并为NKLM沟通和处理提供战略意义，从而支持变更管理。

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