gms | German Medical Science

Figure

Figure 1: Transparency by visualising the mapping data (example): Which department (dept.) teaches which sub-competencies related with the role of the professional at what time during course of study?

After entering the data into the system, several diagrams, oriented towards pragmatic issues with practical relevance from different user perspectives (e.g., professional roles’ profile, longitudinal competence development and involvement of departments, aspired levels of competence, assessment formats) are available online for the mapping coordinator. In the exemplary diagram the size of the bubbles are proportional to the number of sub-competencies taught. Various shades of grey reflect the levels of competence: the darker, the higher the level of competence.