Lammerding-Koeppel Maria, Giesler Marianne, Gornostayeva Maryna, Narciss Elisabeth, Wosnik Annette, Zipfel Stephan, Griewatz Jan, Fritze Olaf
University of Tuebingen, Faculty of Medicine, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany.
University of Freiburg, Medical Faculty, Competency Centre for Evaluation in Medicine Baden-Wuerttemberg, Freiburg, Germany.
GMS J Med Educ. 2017 Feb 15;34(1):Doc7. doi: 10.3205/zma001084. eCollection 2017.
After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MER-database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and discussions, guideline-supported individual interviews, informal surveys, evaluation of target agreements and protocols, openly discernible local, regional or over-regional structure-relevant events). The following resources and structures support implementation of curriculum mapping at a faculty: Setting up a coordination agency (≥50% of a full position; support by student assistants), systematic project management, and development of organisation and communication structures with integration of the dean of study and teaching and pilot departments, as well as development of a user-friendly web-based mapping instrument. Acceptance of the mapping was increased particularly by visualisation of the results and early insight into indicative results relevant for the department. Successful NKLM curriculum mapping requires trained staff for coordination, resilient communication structures and a user-oriented mapping database. In alignment with literature, recommendations can be derived to support other faculties that want to map their curriculum.
在德国医学基于能力的学习目标目录(Nationaler Kompetenzbasierter Lernzielkatalog Medizin,[NKLM,于2016年3月22日检索])通过后,德国医学院校必须进行清查并制定其课程。预期NKLM的内容会被纳入,但在本地制定的课程中并未得到很好或足够合理的衔接。必须审查学习和考试形式是否恰当以及是否涵盖了各项能力。通过系统的课程映射,结合有效的变革管理,才能最好地实现必要的课程透明度。梳理一个复杂的现有课程并让教师相信这会带来益处并非易事。以图宾根大学为首,弗莱堡、海德堡、曼海姆和图宾根的医学院校通过使用专门的基于网络的MER数据库,将其课程与NKLM进行比较来进行清查。这篇分两部分的文章分析并总结了尽管各医学院存在阻力,但NKLM课程映射如何能够取得成功。目标是尽可能全面地传达有益的框架条件、策略和结果。文章第一部分展示了医学院实施课程映射所需的有益资源和结构。第二部分描述了在映射过程中激励教师和教员的关键因素。该网络项目根据项目和变革管理的步骤提前进行了系统规划,在研讨会和半年一次的项目会议上定期进行反思并共同调整。从项目一开始,就采用了扎根理论方法,通过各种来源和方法系统地收集有关医学院结构、措施和发展的详细信息,持续对其进行分析并得出最终结论(来源:对项目参与者进行问卷调查、半结构化小组访谈和讨论、指南支持的个人访谈、非正式调查、对目标协议和方案的评估、明显可见的本地、区域或超区域与结构相关的事件)。以下资源和结构支持医学院实施课程映射:设立一个协调机构(至少占一个全职岗位的50%;由学生助理提供支持)、系统的项目管理、建立整合学习与教学院长及试点部门的组织和沟通结构,以及开发一个用户友好的基于网络的映射工具。通过结果可视化以及尽早了解与部门相关的指示性结果,映射的接受度尤其得到了提高。成功的NKLM课程映射需要训练有素的协调人员、灵活的沟通结构以及一个以用户为导向的映射数据库。与文献一致,可以得出一些建议来支持其他想要梳理其课程的医学院校。