gms | German Medical Science

Research in Medical Education – Chances and Challenges International Conference

20.05. - 22.05.2009, Heidelberg

SeMeK - The measure of medical competencies

Meeting Abstract

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Research in Medical Education - Chances and Challenges 2009. Heidelberg, 20.-22.05.2009. Düsseldorf: German Medical Science GMS Publishing House; 2009. Doc09rmeG2

DOI: 10.3205/09rme38, URN: urn:nbn:de:0183-09rme380

Veröffentlicht: 5. Mai 2009

© 2009 Thumser-Dauth et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.de). Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Poster

Study Question: The Tuning Project Medicine defines [1] - within the context of the Bologna reform process - European minimum standards in reference to outcome goals for undergraduate medical students. The competencies defined in the education profile of Ulm (Medical Faculty of the University of Ulm, 2007) are in accordance with these standards (Rau, Öchsner, Thumser-Dauth, 2009) and with German regulations [2], considering medical expertise as well as subject-specific and interdisciplinary key qualifications. This creates a framework for curriculum development by defining what medical students should know and be able to do at the end of their studies.

Self-evaluation by questionnaires is a valid instrument for measuring competencies [3]. Aim of our study has been to develop a questionnaire measuring reliably the competencies defined in our education profile and to summarize them in empirically generated subscales.

Methods: In order to construct the questionnaire SeMeK (Selbsteinschätzung medizinischer Kompetenzen = self-assessment of medical competencies) the competencies described in the education profile of Ulm were transferred into 38 items. The questionnaire was tested with a sample of 88 students of the 9th/10th semester. After analyzing the items the questionnaire was revised and re-tested with a sample of 220 students. To arrange the subscales an analysis of the main components was carried out by Varimax rotation.

Results: Eight scales (λ >1), all showing a high reliability (0,79<α<0,91), were extracted by factor analysis. The scales can be indicated as: medical expertise, ability to provide immediate care of medical emergencies, research skills, ability to teach others, capacity to learn, ability to communicate and to work in a team, management skills, professional attitude.

Conclusions: The questionnaire can be used as a reliable instrument for measuring competencies acquired while studying medicine. The generation of eight subscales could document empirically. The recorded contents meet the standards of the Tuning Project Medicine and show the specifics of studying medicine in Germany.


References

1.
Cumming A, Ross M. The Tuning Project for Medicine--learning outcomes for undergraduate medical education in Europe. Med. Teach. 2007;29(7):636-641. DOI: 10.1080/01421590701721721. Externer Link
2.
Öchsner W, Forster J. Approbierte Ärzte – kompetente Ärzte? Die neue Approbationsordnung für Ärzte als Grundlage für kompetenzbasierte Curricula. GMS Z Med Ausbild. 2005;22(1):Doc4. Zugänglich unter: http://www.egms.de/en/journals/zma/2005-22/zma000004.shtml. Externer Link
3.
Erpenbeck J. Handbuch Kompetenzmessung: erkennen, verstehen und bewerten von Kompetenzen in der betrieblichen, pädagogischen und psychologischen Praxis. Stuttgart : Schäffer-Poeschel; 2003.