Kadmon M, Busemann A, Euteneier A, Gawad K, Gröne J, Berberat P
Universitätsklinik Heidelberg, Klinik für Allgemein-, Viszeral- und Transplantationschirurgie, Heidelberg, Deutschland.
Zentralbl Chir. 2012 Apr;137(2):138-43. doi: 10.1055/s-0031-1283975. Epub 2012 Apr 11.
The quality of postgraduate training is an important motivating factor for the career decisions of young doctors and has an impact on the satisfaction of postgraduate trainees. In Germany, we still lack a postgraduate training programme in surgery that defines the competency profile at the time of certification. This article describes the development of a national modular competency-based core curriculum for postgraduate surgery training as well as first experience and evaluation data from the initial period of implementation.
The curriculum was developed in a group of highly motivated surgeons according to the "Kern-cycle", a conceptual framework for curriculum development in medicine, and includs considerations from the "CanMEDS"-competency framework for physicians. The curriculum follows a "blended learning" concept with modular attendance courses and associated preparatory online courses. The didactics follows the principles of adult learning and are characterised by learner-centred, self-directed learning processes in small groups with feedback. The initial implementation phase was accompanied by a detailed evaluation of the general concept as well as the quality of content and didactics of the attendance courses.
Seven of the planned 12 attendance courses have been designed, 6 courses have been implemented2q1. Altogether 562 participants from hospitals of all levels of patient care took part in the attendance courses, some of them in several courses. The gender distribution was almost balanced with a slight female surplus. The majority of participants were supported by their clinics through exemption from clinical work or financial sponsoring. 80 % of the participants completed the evaluation of the attendance courses. The data show a high degree of participant satisfaction with the content and didactic concept of the courses, as well as with the surrounding conditions and the commitment of the trainers.
The evaluation data on the attendance courses implemented reveal a high acceptance among participants concerning the overall concept of the modular postgraduate training programme as well as the support of the programme by surgeons responsible for postgraduate training.
研究生培训质量是影响年轻医生职业决策的重要因素，也会影响研究生培训学员的满意度。在德国，我们仍缺乏一个明确认证时能力概况的外科研究生培训项目。本文介绍了一个基于能力的全国性模块化外科研究生培训核心课程的开发情况，以及实施初期的首次经验和评估数据。
该课程由一群积极性很高的外科医生根据“核心循环”（医学课程开发的概念框架）开发，并纳入了医生“CanMEDS”能力框架的考量因素。该课程遵循“混合式学习”理念，设有模块化面授课程及相关在线预习课程。教学方法遵循成人学习原则，其特点是以学习者为中心、在小组中进行自我导向学习并提供反馈。在初始实施阶段，对总体概念以及面授课程的内容和教学质量进行了详细评估。
计划中的12门面授课程已设计出7门，实施了6门。来自各级医疗护理医院的562名参与者参加了面授课程，其中一些人参加了多门课程。性别分布几乎平衡，女性略多。大多数参与者得到了所在诊所的支持，可免于临床工作或获得资金赞助。80%的参与者完成了对面授课程的评估。数据显示，参与者对课程内容、教学概念、周边条件以及培训师的投入程度高度满意。
对面授课程的评估数据显示，参与者对模块化研究生培训项目的总体概念以及负责研究生培训的外科医生对该项目的支持高度认可。
