Medical teachers’ perception of professional roles in the framework of the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM)—A multicenter study

Abstract

Background: Based on CanMEDS and others, the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) were recently consented. International studies recommend integrating national and cultural context when transferring a professional roles framework in different countries. Teachers’ misconceptions may establish barriers in role understanding and implementation.

Objectives: The aim is to analyze medical teachers’ rating and perception of NKLM roles in order to reveal differences to official definitions.

Methods: A two-step sequential mixed methods design was used including a survey and focus groups with N = 80 medical teachers from four German universities.

Results: Most of the teachers highly valued the importance of the role “Medical Expert” and understood comprehensively. The Communicator and the Collaborator were rated fairly and perceived to a large extent. Other intrinsic roles like Health Advocate and Scholar showed more deficits in perception and less importance by the participants. This was seen generally problematic and should be considered carefully. Manager and professional showed one-sided weaknesses either in importance or perception.

Conclusion: Medical teachers considered NKLM roles relevant for medical practice, although their role perception differed considerably. The value and risk matrix visualizes the specific role profile and offers strategic implications for NKLM communication and handling, thus supporting change management.

Glossary

Role: A role is a set of coherent behaviors, rights, obligations, beliefs, and norms conceptualized by the actors involved in a social situation.

Role model: A role model is a person, real or fictional, who fills out his or her role as a good or bad example for others. The term role model first appeared in Robert K. Merton's socialization research of medical students (1957). Merton hypothesized that individuals compare themselves with reference groups of people who take the social role the individual strives for. The term became a common expression describing a “person who serves as an example, whose behavior is emulated by others.”

Acknowledgements

We would like to thank Sarah Durante and Amir Yousef, both from Tuebingen, for their support during data collection and data extraction. We highly appreciate the helpful native speaker assistance of Jakob Suckale, Tuebingen.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Notes on contributors

Jan Griewatz, MA, is a Pedagogue, Research Associate and Deputy Head at the Competence Centre for University Teaching in Medicine Baden-Wuerttemberg at the Faculty of Medicine, University of Tuebingen. He is currently responsible for the faculty development program for medical teachers in Baden-Wuerttemberg.

Steffen Wiechers, MD, is a consultant in General Pediatrics and Pulmonology. He is associate lecturer coordinator for the pediatric curriculum at the University of Tuebingen.

Hadiye Ben-Karacobanim, MEd, is a Pedagogue and Research Associate at the Competence Centre for University Teaching in Medicine Baden-Wuerttemberg at the Faculty of Medicine, University of Tuebingen.

Maria Lammerding-Koeppel, MD, is an Anatomist with a Master’s degree in Medical Education by Bern University, Switzerland. She is Director of the Competence Centre for University Teaching in Medicine Baden-Wuerttemberg at the Faculty of Medicine, University of Tuebingen.