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Medical Teacher Volume 40, 2018 - Issue 2
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Original Articles

Benchmarking for research-related competencies – a curricular mapping approach at medical faculties in Germany

Maria Lammerding-KoeppelCompetence Centre for University Teaching in Medicine Baden-Wuerttemberg, Faculty of Medicine, University of Tuebingen, Tuebingen, Germany; ORCID Iconhttp://orcid.org/0000-0001-6980-9308View further author information
ORCID Icon,
Olaf FritzeCompetence Centre for University Teaching in Medicine Baden-Wuerttemberg, Faculty of Medicine, University of Tuebingen, Tuebingen, Germany; ORCID Iconhttp://orcid.org/0000-0002-3825-3703View further author information
ORCID Icon,
Marianne GieslerCompetence Centre for Evaluation in Medicine Baden-Wuerttemberg, Medical Faculty, University of Freiburg, Freiburg, Germany; View further author information
,
Elisabeth NarcissCompetence Centre of Final Year, Medical Faculty Mannheim, University of Heidelberg, Mannheim, Germany; View further author information
,
Sandra SteffensDean’s Office for Medical Education, Hannover Medical School, Hannover, Germany; ORCID Iconhttp://orcid.org/0000-0002-7478-3920View further author information
ORCID Icon,
Annette WosnikDean’s Office of Student Affairs, Faculty of Medicine, University of Tuebingen, Tuebingen, GermanyView further author information
&
Jan GriewatzCompetence Centre for University Teaching in Medicine Baden-Wuerttemberg, Faculty of Medicine, University of Tuebingen, Tuebingen, Germany; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-9731-3171View further author information
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Pages 164-173 | Published online: 16 Nov 2017

Citations (14)

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Kim Gulbis, Theresa Krüger, Martin Dittmar & Harm Peters. (2021) Approaches to mapping an undergraduate medical curriculum to a national competency-based catalogue of learning outcomes. Medical Teacher 43:4, pages 439-447.
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Olaf Fritze, Maria Lammerding-Koeppel, Martin Boeker, Elisabeth Narciss, Annette Wosnik, Stephan Zipfel & Jan Griewatz. (2019) Boosting competence-orientation in undergraduate medical education – A web-based tool linking curricular mapping and visual analytics. Medical Teacher 41:4, pages 422-432.
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Articles from other publishers (12)

Susanne Fröhlich, Udo Obertacke, Miriam Rüsseler, Felix Walcher & Ricarda Seemann. (2023) Nationaler Kompetenzbasierter Lernzielkatalog (NKLM) und neue Ärztliche Approbationsordnung ÄApprO 2025 – ein Wegweiser für O & U. Zeitschrift für Orthopädie und Unfallchirurgie 161:02, pages 121-126.
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Sven Benson, Katharina Schmidt, Julian Kleine-Borgmann, Stephanie Herbstreit, Manfred Schedlowski & Anke Hollinderbäumer. (2022) Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical students. BMC Medical Education 22:1.
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Martin Dusch, Manfred Mayer, Rolf-Detlef Treede, Martin R. Fischer & Markus Berndt. (2022) Projektbericht zur Förderung wissenschaftlicher Kompetenzen im Fach Schmerzmedizin im Rahmen der curricularen LehreProject report on fostering scientific competencies in pain medicine in the context of student education. Der Schmerz 36:6, pages 398-405.
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Jochen Roeper, Jasmin Reichert-Schlax, Olga Zlatkin-Troitschanskaia, Verena Klose, Maruschka Weber & Marie-Theres Nagel. (2022) Patterns of Domain-Specific Learning Among Medical Undergraduate Students in Relation to Confidence in Their Physiology Knowledge: Insights From a Pre–post Study. Frontiers in Psychology 12.
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Michael Schön, Konrad Steinestel, Doreen Spiegelburg, Annika Risch, Mira Seidel, Leon Schurr, Ulrich Kai Fassnacht, Nikola Golenhofen, Tobias Maria Böckers & Anja Böckers. (2021) Integration of Scientific Competence into Gross Anatomy Teaching Using Poster Presentations: Feasibility and Perception among Medical Students. Anatomical Sciences Education 15:1, pages 89-101.
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Nilufar Foadi, Christian Koop, Marie Mikuteit, Volker Paulmann, Sandra Steffens & Marianne Behrends. (2021) Defining Learning Outcomes as a Prerequisite of Implementing a Longitudinal and Transdisciplinary Curriculum with Regard to Digital Competencies at Hannover Medical School. Journal of Medical Education and Curricular Development 8, pages 238212052110283.
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Jan Griewatz, Amir Yousef, Miriam Rothdiener & Maria Lammerding-Koeppel. (2020) Are we preparing for collaboration, advocacy and leadership? Targeted multi-site analysis of collaborative intrinsic roles implementation in medical undergraduate curricula. BMC Medical Education 20:1.
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Miriam Rothdiener, Jan Griewatz, Adrian Meder, Alessandro Dall’Acqua, Udo Obertacke, Andreas Kirschniak, Katrin Borucki, Sarah Koenig, Miriam Ruesseler, Sandra Steffens, Bernhard Steinweg & Maria Lammerding-Koeppel. (2020) Surgeons’ participation in the development of collaboration and management competencies in undergraduate medical education. PLOS ONE 15:6, pages e0233400.
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Cora Koch, Nadine Dreimüller, Janosch Weißkircher, Nicole Deis, Eva Gaitzsch, Stefanie Wagner, Marlene Stoll, Franziska Bäßler, Klaus Lieb & Jana Jünger. (2019) Teaching Conflicts of Interest and Shared Decision-Making to Improve Risk Communication: a Randomized Controlled Trial. Journal of General Internal Medicine 35:2, pages 473-480.
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Angelika Homberg, Jan Hundertmark, Jürgen Krause, Merle Brunnée, Boris Neumann & Svetla Loukanova. (2019) Promoting medical competencies through a didactic tutor qualification programme – a qualitative study based on the CanMEDS Physician Competency Framework. BMC Medical Education 19:1.
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Jan Griewatz & Maria Lammerding-Koeppel. (2019) Intrinsic roles in the crosshair – strategic analysis of multi-site role implementation with an adapted matrix map approach. BMC Medical Education 19:1.
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Mohd Z. Nor. (2019) Developing a preliminary questionnaire for the faculty development programme needs of medical teachers using Delphi technique. Journal of Taibah University Medical Sciences 14:6, pages 495-501.
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