Charité Campus Mitte, Institute of General Practice and Family Medicine, Berlin, Germany.
University Hospital Jena, Institute of General Practice and Family Medicine, Jena, Germany.
GMS J Med Educ. 2024 Sep 16;41(4):Doc44. doi: 10.3205/zma001699. eCollection 2024.
Professionalism is an important prerequisite for the quality of medical care with specific competencies anchored in the National Competence-Based Learning Objectives Catalogue Medicine 2.0. To date, there are hardly any explicit teaching formats at German universities to achieve these. A longitudinal curriculum for the development of medical professionalism (LongProf) has now been developed, implemented and evaluated at Jena University Hospital.
The target group of the four-semester-curriculum were medical students from the fifth semester onwards. After a nine-month conception phase, a total of nine courses (6 teaching units each) took place from the winter semester 2021/22. Students also had the opportunity to interact with experienced doctors in mentoring sessions. The courses were evaluated by the participating students (n=23) in terms of acceptance and individually perceived professional development through quantitative surveys and qualitative focus group interviews.
The qualitative and quantitative evaluation revealed mostly positive feedback (mean >7/9). Students stated that the courses had provided them with lasting support in developing their own medical professionalism and in coping with the demands of their studies. The personal and long-term relationship building between students and teachers was considered particularly helpful.
A multi-semester curriculum opens up ways for implementing the development of medical professionalism in medical studies. A trusting relationship between students and teachers, made possible by the longitudinal structure, is seen as conducive to the development of an individual medical identity. The curriculum is a useful complement to regular medical studies.
专业精神是医疗质量的重要前提，其具体能力以《国家基于能力的学习目标目录医学 2.0》为基础。迄今为止，德国大学几乎没有任何明确的教学形式来实现这些目标。现在，耶拿大学医院已经开发、实施和评估了一个医学专业精神发展的纵向课程（LongProf）。
该课程的目标群体是第五学期及以后的医学生。在为期九个月的构思阶段之后，从 2021/22 年冬季学期开始总共进行了九门课程（每门课程 6 个教学单元）。学生还有机会在辅导课程中与经验丰富的医生互动。课程通过定量调查和定性焦点小组访谈，由参与的学生（n=23）从接受程度和个人感知的专业发展方面进行评估。
定性和定量评估显示出大多是积极的反馈（平均值>7/9）。学生们表示，这些课程为他们发展自己的医学专业精神和应对学业要求提供了持久的支持。学生和教师之间的个人和长期关系的建立被认为特别有帮助。
多学期课程为在医学研究中实施医学专业精神的发展开辟了途径。纵向结构使学生和教师之间建立信任关系，被认为有利于个人医学身份的发展。该课程是对常规医学研究的有益补充。
