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Introduction: Reflective competence is fundamental for responsible medical practice and must be systematically incorporated in medical training. To promote this, a longitudinal portfolio-based mentoring program was made mandatory at the Medical Faculty of the University of T��bingen in 2013. This study examines medical students' attitudes toward professional reflection and toward the program in general to draw conclusions about conditions as well as the needs-based design of the program. Method: In winter semester 2017/18, a retrospective questionnaire survey with free text fields was conducted (total sample: N=1.405; students S 1-9; response 37%; S 1-4 ���Pre-clinic���: n=231; S 5-9 ���Clinic���: n=241). Opinion trends of semester groups were identified through seven semi-structured interviews with semester speaker and peer tutors. Results: Differences in understanding and attitudes resulted in three positions: 1=approval, 2=ambivalence, 3=rejection. All three groups included individuals from pre-clinical and clinical settings with varying levels of experience. Prior experience and hidden curriculum influenced the position. Opinion trends confirmed the feedback. Conclusion: Although reflection appears in the National Competence-based Learning Objectives Catalogue for Medicine (NKLM), reflective competence is not regarded as equivalent to other study content. Motivation, commitment on the part of the mentors, and a trusting mentor-mentee relationship are effective. The flexibility of the portfolio in terms of content and methodology, as well as the curricular integration of the program are also beneficial., Einleitung: Reflexionskompetenz ist eine Grundlage verantwortungsvollen ��rztlichen Handelns und muss in der ��rztlichen Ausbildung systematisch adressiert werden. Zur F��rderung dieser wurde 2013 an der Medizinischen Fakult��t der Universit��t T��bingen ein longitudinales Portfolio-gest��tztes Mentoring-Programm verpflichtend eingef��hrt. Diese Studie untersucht die Einstellungen der Medizinstudierenden auf die professionelle Reflexion und das Programm im Allgemeinen, um R��ckschl��sse auf Bedingungen und bed��rfnisgerechte Gestaltung des Programms zu ziehen. Methode: Im WS 2017/18 wurde retrospektiv eine Fragebogenbefragung mit Freitextfeldern durchgef��hrt (Gesamtstichprobe: N=1.405; Studierende FS 1-9; R��cklauf 37%; FS 1-4 ���Vorklinik���: n=231; FS 5-9 ���Klinik���: n=241). Meinungstrends der Semestergruppen wurden ��ber 7 semi-strukturierte Interviews mit Semestersprecher*innen und Peer-Tutor*innen ermittelt. Ergebnisse: Die Unterschiede in Verst��ndnis und Einstellungen ergaben 3 Positionen: 1=Zustimmung, 2=Ambivalenz, 3=Ablehnung. In allen 3 Gruppen waren Personen aus Vorklinik und Klinik mit unterschiedlichem Erfahrungsgrad. Vorerfahrung und hidden curriculum nahmen Einfluss auf die Position. Die Meinungstrends best��tigten das Feedback. Schlussfolgerung: Obgleich im nationalen kompetenzbasierten Lernzielkatalog Medizin (NKLM) verankert, wird die Reflexionskompetenz noch nicht gleichwertig zu anderen Studieninhalten gesehen. Erfolgswirksam sind Motivation, Engagement der Mentor*innen und ein vertrauensvolles Mentor-Mentee-Verh��ltnis. F��rderlich sind zudem eine inhaltliche und methodische Flexibilit��t des Portfolios sowie die curriculare Anbindung des Programms.

This project report describes the development of theGlobal questions and in-depth items were formulated for each of the sub-competencies of the six core competencies of the KLM model. Depending on the number of sub-competencies, there are 3-4 subscales for each core competency, comprising 69 items in total. Data from 90 participants of medical didactic courses were analysed. Item analyses supported the hypothesized scales.The internal consistencies (Cronbach's alpha: CR-α) of the 22 subscales ranged from CR-α=.70 to CR-α=.93, and the item difficulty indices of the subscales ranged from 18% to 89%. For 2 subscales, some items had a difficulty index of more than 80%, and for 3 subscales, the difficulty index of some items was less than 25%.The FKM_L was developed to assess individual and group profiles of teachers' competence in medicine. The results of this first psychometric analysis are promising: With the help of the FKM_L, teachers can learn about and reflect on aspects of their teaching competencies in the context of medical didactic courses. Based on their FKM_L profiles, they can decide whether they want to selectively optimize their competence characteristics. For providers, the FKM_L is suitable as a screening tool to identify, among other things, gaps in the training offered. Further analyses are necessary to check limitations identified in some scales and to improve individual items. In addition, research on the construct and criterion-related validity of the instrument is required.In diesem Projektbericht wird die Entwicklung und teststatistische Überprüfung desFür die Teilkompetenzen der sechs Kernkompetenzen des KLM-Modells wurden jeweils Globalfragen und vertiefende Items formuliert. Je Kernkompetenz gibt es in Abhängigkeit von der Zahl der Teilkompetenzen 3-4 Subskalen, die 69 Items umfassen. Alle Skalen wurden itemanalytisch überprüft. Analysiert wurden Daten von 90 Teilnehmerinnen und Teilnehmern medizindidaktischer Kurse.Die inneren Konsistenzen (Cronbachs Alpha: CR-α) der 22 Subskalen liegen zwischen CR-α=.70 und CR-α=.93, die Schwierigkeitsindices der Items der Subskalen zwischen 18% und 89%. Bei 2 Subskalen wiesen einige Items einen Schwierigkeitsindex von über 80% auf, bei 3 Subskalen betrug der Schwierigkeitsindex einiger Items weniger als 25%.Der FKM_L wurde zur Erfassung von individuellen und gruppenbezogenen Kompetenzprofilen von Lehrenden in der Medizin entwickelt. Die Ergebnisse dieser ersten teststatistischen Analyse sind vielversprechend: Mit Hilfe des FKM_L können Lehrende im Rahmen medizindidaktischer Kurse Aspekte ihrer Lehrkompetenzen kennenlernen und reflektieren. Anhand ihrer FKM_L-Profile können sie entscheiden, ob sie ihre Kompetenzausprägungen punktuell optimieren möchten. Für Anbieter eignet sich der FKM_L als Screening-Instrument, um u.a. Lücken im Ausbildungsangebot festzustellen. Weitere Analysen sind notwendig, um festgestellte Einschränkungen bei einigen Skalen zu überprüfen und einzelne Items anzupassen. Darüber hinaus ist eine Überprüfung der Konstrukt- und der kriterienbezogenen Validität des Instruments erforderlich.

Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MERLIN-database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and discussions, guideline-supported individual interviews, informal surveys, evaluation of target agreements and protocols, openly discernible local, regional or over-regional structure-relevant events). Results: The following resources and structures support implementation of curriculum mapping at a faculty: Setting up a coordination agency (≥50% of a full position; support by student assistants), systematic project management, and development of organisation and communication structures with integration of the dean of study and teaching and pilot departments, as well as development of a user-friendly web-based mapping instrument. Acceptance of the mapping was increased particularly by visualisation of the results and early insight into indicative results relevant for the department. Conclusion: Successful NKLM curriculum mapping requires trained staff for coordination, resilient communication structures and a user-oriented mapping database. In alignment with literature, recommendations can be derived to support other faculties that want to map their curriculum.