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Background: In Germany, the (model) regulation for postgraduate medical education 2018, the professional codes of conduct of the re- gional medical councils and the health professions chamber laws of the federal states are the formal basis of postgraduate medical education, but say little about its structure, processes and results. The World Federation for Medical Education (WFME) has developed global stand- ards for improving the quality of postgraduate medical education and published them in a revised edition in 2015. A German version which takes the specifics of medical training in Germany into account has not been published to date. Objective: The Committee for Postgraduate Medical Education (PGME) of the Society for Medical Education (GMA) has set itself the goal of firstly translating the WFME standards into German and secondly making recommendations for physicians with a license for post-graduate training (PLT) and training agents (TA) in clinics and practices which have been adapted to the German context. Methods: The WFME standards were translated into German by a working group of the GMA Committee for PGME, the terminology adapted to PGME in Germany and checked by an interdisciplinary panel of experts made up of 9 members of the committee. In a second step, the WFME basic standards and quality standards for PGME relevant to PLTs and TAs in Germany were iteratively determined by this panel of experts using the Nominal Group Technique (NGT) and compiled in the form of recommendations. Results: The translation of the WFME guidelines was approved by the expert group without any changes to the content, taking into account the terminological system of PGME in Germany. In a second step, 90 standards were identified which were considered helpful for PGME in Germany, especially for PLTs and TAs (such as development of a profes- sional identity, a more patient-centered approach or support of selfdirected learning). Care was taken to only give recommendations which can be influenced by PLTs and TAs. These standards have been sum- marized as recommendations to PLTs and TAs and take into account all chapters of the WFME standards. Conclusion: The WFME standards selected here are recommended to PLTs and TAs in clinics and practices to achieve high-quality PGME. Empirical longitudinal studies will be required to examine both the implementation and the results of applying the modified WFME criteria in Germany. [ABSTRACT FROM AUTHOR]

Copyright of GMS Journal for Medical Education is the property of German Medical Science Publishing House gGmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GMS Journal for Medical Education is the property of German Medical Science Publishing House gGmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GMS Journal for Medical Education is the property of German Medical Science Publishing House gGmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GMS Journal for Medical Education is the property of German Medical Science Publishing House gGmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Hintergrund: Aufgrund des drohenden "Hausarztmangels" rückt die Versorgung mit Hausärzten und im Zuge dessen die Aus-und Weiterbil-dung zum Facharzt für Allgemeinmedizin zunehmend auf die politische Agenda in Deutschland. Mit dem Ziel die hausärztliche Versorgung durch eine Steigerung der Attraktivität der Allgemeinmedizin zukünftig sicher-zustellen, wurde 2009 das Programm Verbundweiterbildungplus Baden-Württemberg (VWBplus BW) im bestehenden KompetenzZentrum Allge- meinmedizin Baden-Württemberg entwickelt. Diese Arbeit beschreibt Wilhelm Nieblingdie Erfahrungen bei der Entwicklung einer curricularen bildung für Ärzte in Weiterbildung (ÄiW) zum Facharzt für Allgemeinmedizin. Projektbeschreibung: Das KompetenzZentrum Allgemeinmedizin Baden-Württemberg unterstützt den Aufbau und die Ausgestaltung regionaler Weiterbildungsverbünde. Erstes Hauptelement der VWBplus BW ist das begleitende Seminarprogramm für ÄiW. Es ist an den Inhalten des Heidelberg, Abteilung Kompetenzbasierten Curriculums Allgemeinmedizin ausgerichtet und Allgemeinmedizin und soll medizinische Expertise und weitere ärztliche Kompetenzen wie Kenntnisse in Betriebswirtschaft, Praxisführung und Kommunikation fördern. Zweites Hauptelement stellen individuelles Mentoring und Beratung der ÄiW bei der Berufs-und Lebensplanung dar. Hauptelement sind Train-the-Trainer-Seminare, bei denen die Kompe-tenzen derWeiterbilder geschult werden. UmInhalte eng an den Bedürf-nissen der Zielgruppen auszurichten, werden wissenschaftliche Evalua-tionen und Begleitforschung durchgeführt. Ergebnisse: Seit Beginn im Jahr 2009 sind 685 ÄiW in das Programm eingetreten, von denen 141 ihre Facharztprüfung bestanden haben Lübeck, Institut für (Stand Dezember 2016), insgesamt nehmen 31 Verbünde, 60 Kranken-Allgemeinmedizin, Lübeck, häuser und 211 Hausarztpraxen teil. Die Seminartage werden von ÄiW Deutschland durchschnittlich mit 1,43 auf einer sechsstufigen Likert-Skala (1=sehr zufrieden bis 6=sehr unzufrieden) beurteilt. Die ÄiW erachteten neben der fachlichen Weiterbildung den kollegialen Austausch als sehr und wichtig. Bisher wurden im begleitenden Seminarprogramm in 185 Seminaren à 90 Minuten 250 von 320 Inhalten des Kompetenzbasierten Curriculums Allgemeinmedizin berücksichtigt. In 13 Train-the-Trainer-Kursen konnten 281 Weiterbilder geschult werden. Sie beurteilten diesen Kurs im Mittel mit 1,36 auf der sechsstufigen Likert-Skala. Die Weiterbilder hoben vor allem den kollegialen Austausch als sehr positiv hervor. 2013 wurde das DEGAM-Konzept Verbundweiterbildungplus in Anlehnung an die VWBplus BW entwickelt. Seit 2008 wurden über 40 Publikationen zum Thema ärztliche Weiterbildung publiziert. Schlussfolgerung: Die seit Jahren wachsenden Teilnehmerzahlen sprechen dafür, dass die VWBplus BW für den ärztlichen Nachwuchs relevant ist und zur Attraktivität des Fachs Allgemeinmedizin beiträgt. Dabei belegen die durchgehend sehr guten Evaluationsergebnisse des Schulungsprogramms und des Train-the-Trainer-Kurses die Ausrichtung der Inhalte an die Bedürfnisnisse der Zielgruppen. Durch das curriculare Weiterbildungsprogramm VWBplus BW werden eine strukturierte, kompetenzorientierte und an Qualität ausgerichtete Weiterbildung sowie der kollegiale Austausch gefördert, was auch für andere Fachrichtungen relevant sein könnte. Die steigende Zahl von ÄiW und Fachärzten für Allgemeinmedizin in Baden-Württemberg lässt darauf schließen, dass die VWBplus BW die Anzahl der Hausärzte positiv beeinflusst. [ABSTRACT FROM AUTHOR]

Background: The task of the Competence Centers for vocational training (KW) is to increase the attractiveness and quality of vocational (=post-graduate) training in general practice. For this purpose, they offer, among other things, a structured seminar program for post-graduate trainees in general practice (GP-trainees). During the Covid-19 pandemic the seminar program of the KWBW-Verbundweiterbildungplus® in Baden-Württemberg was converted to digital formats. The goal of the paper is to evaluate the acceptance by the GP-trainees and lecturers, to describe experiences with the conversion to e-learning and to derive recommendations with regard to the future orientation of seminar programs in post-graduate as well as continuing medical education. The implementation was based on a modified Kern-cycle and aimed at offering eight teaching units of 45 minutes each to a large number of GP-trainees. It tried to maintain the high quality of content and education as well as the interactive character of the previous seminars. For this purpose, the events were designed as synchronous webinars (six units) with asynchronous preparation and post-processing (two units) according to the flipped classroom method. The evaluation by the participating GP-trainees and lecturers was performed online using a multi-center developed and pre-piloted questionnaire. Results and discussion: N=101 GP-trainees participated in the evaluation of five individual seminar days in the second quarter of 2020 (response rate 97%). 58% (N=59) of the trainees were satisfied or very satisfied with the implementation. 82% (n=83) rated pre-tasks as helpful. 99% (n=100) would participate in an online seminar again. For 52% (n=53) of the trainees, the attitude towards e-learning had changed positively. The main advantages mentioned were no travel, save in time and costs as well as increased flexibility. The main disadvantages mentioned were less personal interaction and technical obstacles. The high acceptance of the new digital format showed the fundamental potential of e-learning in continuing medical education. The experiences can be a source of inspiration for other departments and KW. However, it also shows that important goals of KW, such as the personal interaction of the peer group, could not be achieved. In the future, it is important to develop a suitable mix of presence and digital formats with the aim to improve the attractiveness as well as sustainability of continuing medical education. [ABSTRACT FROM AUTHOR]