Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany.
TUM Medical Education Center, School of Medicine, Technical University of Munich, Munich, Germany.
BMC Med Educ. 2017 Sep 7;17(1):154. doi: 10.1186/s12909-017-0998-9.
Frameworks like the CanMEDS model depicting professional roles and specific professional activities provide guidelines for postgraduate education. When medical graduates start their residency, they should possess certain competencies related to communication, management and professionalism while other competencies will be refined during postgraduate training. Our study aimed to evaluate the relevance of different competencies for a first year resident required for entrustment decision from the perspective of physicians from medical faculties with different undergraduate medical curricula.
Nine hundred fifty-two surgeons and internists from three medical schools with different undergraduate medical curricula were invited to rank 25 competencies according to their relevance for first year residents. The rankings were compared between universities, specialties, physicians' positions, and gender.
Two hundred two physicians participated, 76 from Hamburg University, 44 from Oldenburg University, and 82 from Technical University Munich. No significant differences were found regarding the top 10 competencies relevant for first year residents between the universities. 'Responsibility' was the competency with the highest rank overall. Internists ranked 'Structure, work planning and priorities' higher while surgeons ranked 'Verbal communication with colleagues and supervisors' higher. Consultants evaluated 'Active listening to patients' more important than department directors and residents. Female physicians ranked 'Verbal communication with colleagues and supervisors' and 'Structure, work planning and priorities' significantly higher while male physicians ranked 'Scientifically and empirically grounded method of working' significantly higher.
Physicians from universities with different undergraduate curricula principally agreed on the competencies relevant for first year residents. Some differences between physicians from different positions, specialties, and gender were found. These differences should be taken into account when planning competence-based postgraduate education training programs.
像 CanMEDS 模型这样的框架描绘了专业角色和特定的专业活动，为研究生教育提供了指导。当医学毕业生开始住院医师生涯时，他们应该具备与沟通、管理和专业精神相关的某些能力，而其他能力将在研究生培训中得到提高。我们的研究旨在评估不同能力对于第一年住院医师的相关性，这些能力是从具有不同本科医学课程的医学院教师的角度出发，为委托决策所需的。
邀请了来自三所医学学校的 952 名外科医生和内科医生，根据他们认为第一年住院医师需要的 25 项能力进行排名。对大学、专业、医生职位和性别之间的排名进行了比较。
共有 202 名医生参与了研究，其中 76 名来自汉堡大学，44 名来自奥尔登堡大学，82 名来自慕尼黑工业大学。三所大学中，前 10 项与第一年住院医师相关的能力排名没有显著差异。“责任”是总体上排名最高的能力。内科医生对“结构、工作规划和优先级”的评价更高，而外科医生对“与同事和上级的口头沟通”的评价更高。顾问对“主动倾听患者”的评价比部门主任和住院医师更重要。女性医生对“与同事和上级的口头沟通”和“结构、工作规划和优先级”的评价明显高于男性医生，而男性医生对“科学和经验为基础的工作方法”的评价明显高于女性医生。
来自具有不同本科课程的大学的医生在与第一年住院医师相关的能力方面基本达成一致。在不同职位、专业和性别的医生之间发现了一些差异。在规划基于能力的研究生教育培训计划时，应该考虑这些差异。
