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Mapping of Competency-Based Learning Objectives of the Curriculum Family Medicine at the Hannover Medical School

DOI: 10.3238/zfa.2018.0405-0411

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Kambiz Afshar, Jutta Bleidorn, Konstantin Büttner, Nils Schneider, Sandra Steffens

Keywords: National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education competencybased curriculum mapping family medicine medical education

Background: Since 2015, the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) provides guidance for all medical faculties in Germany, in order to improve the quality of medical education and to focus on competency-based teaching. Aim of this study was to map the curricular teaching content and learning objectives of family medicine at the Hannover Medical School (MHH) against the NKLM and to put it into context with other subjects.Methods: Mapping of teaching content and learning objectives of family medicine against the NKLM was performed by the representative teaching staff in cooperation with the office of the Dean of Studies. For the mapping, we used the web-based “MERlin database“, developed in Tübingen and funded by the Federal Ministry of Education and Research of Germany.Results: The module family medicine at the MHH covers a total of 103/281 partial competencies and 177/1958 learning objectives, of which 87 are part of assessment exams. The highest proportion of learning objectives is covered on competency level 2 “procedural and conditional knowledge”. The primarily conveyed medical role is the role of the medical expert. The highest overlap of learning objectives was shown with: diagnostic methods (n = 86), internship gynecology (n = 77), psychosomatic medicine (n = 71), palliative medicine (n = 70), and neurology (n = 68).Conclusions: For the first time, mapping enabled a specialized description of teaching content and learning objectives of family medicine in undergraduate medical education at the MHH against a standardized reference tool. The presented method allows a comparison with other modules/subjects within the own faculty. The results constitute the basis for a further development of teaching content in family medicine and for an intra-faculty as well as inter-faculty discussion of the curriculum.


(State: 12.10.2018)

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