University Hospital Schleswig-Holstein, Campus Lübeck, Institute of Family Medicine, Lübeck, Germany.
Network of General Practice Training Institutes in the Netherlands, Utrecht, The Netherlands.
GMS J Med Educ. 2023 Feb 15;40(1):Doc9. doi: 10.3205/zma001591. eCollection 2023.
The MAAS Global () is an internationally widely-used instrument in under- and postgraduate medical education. The focus is on the assessment of medical communication and clinical skills. The assessment tool, which has also been used in Germany since 2015, has a high-quality design (e.g. comprehensible structure, appropriate complexity), good psychometric properties and is very user-friendly. An update of MAAS Global, MAAS 2.0, was published in March 2021 with a new and greater focus on context and the formative.
The revised version of the MAAS 2.0 assessment sheet was translated into German with the authors' permission. Open questions were discussed with the revision process project manager.
The revision was carried out with a view to focusing on the patient's frame of reference, removing ambiguities identified previously while using MAAS Global, and closer alignment with the underlying Calgary-Cambridge model. Furthermore, the scale used for the evaluation was modified and now uses a formative evaluation range without grade-related classification.
With the content reorientation of MAAS Global to MAAS 2.0, and the associated focus on frame of reference, context, the formative, the revision presented here sets new priorities for future evaluations in the context of under- and postgraduate medical education and the assessment of medical patient communication in general.
MAAS Global() 是一种在医学本科和研究生教育中广泛使用的国际工具。其重点是评估医学沟通和临床技能。该评估工具自 2015 年起在德国也有使用，具有高质量的设计（例如，结构易懂、复杂度适当）、良好的心理测量特性和非常友好的用户界面。MAAS Global 的更新版 MAAS 2.0 于 2021 年 3 月发布，新版本更加注重背景和形成性评估。
经作者许可，我们将 MAAS 2.0 评估表的修订版翻译成德文。与修订过程项目经理一起讨论了开放性问题。
修订版的重点是患者的参照框架，同时消除了之前使用 MAAS Global 时发现的歧义，并与底层的卡尔加里-剑桥模型更加一致。此外，评估所使用的量表进行了修改，现在使用形成性评估范围，而不是与成绩相关的分类。
通过将 MAAS Global 的内容重新定向到 MAAS 2.0，并将其与参照框架、背景、形成性评估相关联，这里的修订为医学本科和研究生教育背景下的未来评估以及医学患者沟通评估设定了新的优先事项。
