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.