Hertel-Waszak Anike, Brouwer Britta, Schönefeld Eva, Ahrens Helmut, Hertel Guido, Marschall Bernhard
Universität Münster, Medizinische Fakultät, Institut für Ausbildung und Studienangelegenheiten (IfAS), Münster, Germany.
Universität Münster, Institut für Psychologie, Lehrstuhl für Organisations- und Wirtschaftspsychologie, Münster, Germany.
GMS J Med Educ. 2017 Oct 16;34(4):Doc43. doi: 10.3205/zma001120. eCollection 2017.
A qualitative inquiry was conducted to investigate the qualification requirements of medical doctors in different professional fields and from different perspectives. The inquiry was part of an empirical workplace analysis. Seventy-four structured interviews were conducted and analyzed to examine critical incidents and behaviors of medical doctors working in different professional fields (clinical theory, clinical practice, practitioner) and disciplines, and from three different perspectives (medical doctors, non-medical staff, and patients). In addition, the National Competency-based Catalogue of Learning Objectives for Medical Education (Nationaler Kompetenzbasierter Lernzielkatalog Medizin / NKLM) was used. The results revealed eleven relevant competencies, which could be categorized into three superordinate competence clusters: interpersonal, work-related, and self-related. The perspectives of medical doctors and non-medical staff included all eleven competencies. However, the perspective of patients did not include one interpersonal and two self-related competencies. Nearly all of the critical behaviors mentioned are included in the NKLM. However, the NKLM also includes behaviors that were not mentioned in the interviews. The behavior-oriented interviews resulted in a requirement profile that is very similar in structure to other competency models in occupational contexts. Comparisons of the different perspectives predominantly revealed similarities. However, the patient perspective also revealed interesting differences compared to the perspectives of medical doctors and non-medical staff. The behavior-related results of the interviews can be directly used for the development of exercises in selection and personnel development contexts and for potential appraisals specific to different medical disciplines. In future steps, the results of this initial qualitative step are to be replicated and extended using quantitative studies and a representative sample. The main overall objective is the definition of relevant competencies both for the selection and development of medical students and for the design of potential appraisals as part of personnel development programs in different medical disciplines.
开展了一项定性研究，以从不同角度调查不同专业领域医生的资质要求。该研究是实证性工作场所分析的一部分。进行并分析了74次结构化访谈，以考察不同专业领域（临床理论、临床实践、从业者）和学科的医生，以及从三个不同角度（医生、非医务人员和患者）的关键事件和行为。此外，还使用了《国家医学教育基于能力的学习目标目录》（Nationaler Kompetenzbasierter Lernzielkatalog Medizin / NKLM）。结果揭示了11项相关能力，可分为三个上级能力组：人际能力、工作相关能力和自我相关能力。医生和非医务人员的角度涵盖了所有11项能力。然而，患者的角度不包括一项人际能力和两项自我相关能力。几乎所有提到的关键行为都包含在NKLM中。然而，NKLM还包括访谈中未提及的行为。以行为为导向的访谈得出了一个要求概况，其结构与职业背景下的其他能力模型非常相似。不同角度的比较主要显示出相似之处。然而，与医生和非医务人员的角度相比，患者的角度也显示出有趣的差异。访谈中与行为相关的结果可直接用于选拔和人员发展背景下的练习开发，以及针对不同医学学科的潜在评估。在未来的步骤中，将使用定量研究和代表性样本对这一初步定性步骤的结果进行重复和扩展。主要总体目标是确定医学生选拔和培养以及不同医学学科人员发展计划中潜在评估设计的相关能力。
