Hopf Luke S, Doerry Katja, Grzybowski Ann-Kristin, Hermann Katharina, Johannsen Jessika, Stadlhofer Aloisa, Krumm Michael, van der Meer Frauke, Paul Kevin, Leal Nuno Ramos, Muntau Ania C, Gersting Søren W
University Medical Center Hamburg-Eppendorf, Children's Hospital, Department of Pediatrics, Hamburg, Germany.
Pediatrician's office Weidenallee, Hamburg, Germany.
GMS J Med Educ. 2024 Nov 15;41(5):Doc65. doi: 10.3205/zma001720. eCollection 2024.
Postgraduate medical education (PGME) is an essential part of medical education and increasingly shifts into focus of educational stakeholders. Structured postgraduate medical training programs are required in the U.S. through the "American Council for Graduate Medical Education" (ACGME) guidelines with their six core competencies as common program requirements. The basis for this development was provided in Germany with the implementation of the "Standard Framework for Postgraduate Medical Training" (Musterweiterbildungsordnung) issued by the German Medical Association (Bundesärztekammer). However, implementation has been gradual and program development is often conducted in a time consuming, lengthy and top-down approach without that trainee experiences or needs are being assessed or evaluated for their impact on successful medical training. We demonstrate how application of agile working can enable rapid and efficient creation and implementation of a novel postgraduate training program. The postgraduate training program ped.tracks aims to achieve a high-quality, structured and reliable postgraduate training. Moreover, it provides the opportunity to select a priority on scientific or clinical education. The entire process from the first draft to full release of the program was completed within 8 months through agile working. Our team worked using agile working techniques, creating a trainee- customized and -centred program. We anticipate that the quantity of structured postgraduate training programs will significantly increase in Germany and Europe to improve training quality and employee satisfaction. Therefore, the use of agile methods for the creation and implementation of structured training programs represents a useful approach to support program directors rapidly and effectively in this effort.
研究生医学教育（PGME）是医学教育的重要组成部分，并且日益成为教育利益相关者关注的焦点。在美国，通过“美国毕业后医学教育认证委员会”（ACGME）的指导方针，要求开展结构化的研究生医学培训项目，其六项核心能力是常见的项目要求。德国医学协会（Bundesärztekammer）发布的“研究生医学培训标准框架”（Musterweiterbildungsordnung）为这一发展奠定了基础。然而，实施过程是渐进的，项目开发通常采用耗时、冗长且自上而下的方式，而没有对学员的经验或需求进行评估，也没有评估其对成功医学培训的影响。我们展示了敏捷工作方式的应用如何能够快速有效地创建和实施一个新颖的研究生培训项目。研究生培训项目ped.tracks旨在实现高质量、结构化且可靠的研究生培训。此外，它还提供了在科学教育或临床教育方面进行优先选择的机会。通过敏捷工作方式，该项目从初稿到全面发布的整个过程在8个月内完成。我们的团队运用敏捷工作技术，创建了一个以学员为中心、为学员量身定制的项目。我们预计，德国和欧洲的结构化研究生培训项目数量将大幅增加，以提高培训质量和员工满意度。因此，使用敏捷方法来创建和实施结构化培训项目是一种有用的方法，能够在此过程中快速有效地支持项目负责人。
