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Postgraduate medical training in Germany: A narrative review

The structure and content of the training phase following completion of medical school, referred to in most countries as postgraduate medical training, varies between countries. The purpose of this article is to give national and international readers an overview of the organisation and structure of...

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Autores principales: Sierocinski, Elizabeth, Mathias, Leonard, Freyer Martins Pereira, Julia, Chenot, Jean-François
Formato: Online Artículo Texto
Lenguaje:English
Publicado: German Medical Science GMS Publishing House 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9733474/
https://www.ncbi.nlm.nih.gov/pubmed/36540556
http://dx.doi.org/10.3205/zma001570
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author Sierocinski, Elizabeth
Mathias, Leonard
Freyer Martins Pereira, Julia
Chenot, Jean-François
author_facet Sierocinski, Elizabeth
Mathias, Leonard
Freyer Martins Pereira, Julia
Chenot, Jean-François
author_sort Sierocinski, Elizabeth
collection PubMed
description The structure and content of the training phase following completion of medical school, referred to in most countries as postgraduate medical training, varies between countries. The purpose of this article is to give national and international readers an overview of the organisation and structure of postgraduate medical training in Germany. The content and duration of postgraduate training in Germany are stipulated by state medical boards, officially termed associations (Landesärztekammer). In a periodically updated decree, the federal German medical association (Bundesärztekammer) provides a template for postgraduate medical training structure (Musterweiterbildungsordnung), which is adapted by the state medical associations. Admission to postgraduate medical training in Germany takes place by way of open, free-market selection. Based on the traditional assumption that junior doctors acquire all necessary clinical skills “on the job”, formal education in the form of seminars, lectures, or preorganised, detailed rotation plans through various specialties or wards is largely absent. Requirements for postgraduate medical training focus on the fulfilment of broad categories of rotations rather than specific content or gaining competencies. With few exceptions, no structured educational programs with curricular learning objectives exist. Limited funding impedes program development and expansion. Junior doctors bear the primary organisational responsibility in their training, which often results in extended training times and dissatisfaction. Structured training programs which prioritise skill-building and formal education are needed to support junior doctors and ensure their competence in primary and specialty care.
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spelling pubmed-97334742022-12-19 Postgraduate medical training in Germany: A narrative review Sierocinski, Elizabeth Mathias, Leonard Freyer Martins Pereira, Julia Chenot, Jean-François GMS J Med Educ Article The structure and content of the training phase following completion of medical school, referred to in most countries as postgraduate medical training, varies between countries. The purpose of this article is to give national and international readers an overview of the organisation and structure of postgraduate medical training in Germany. The content and duration of postgraduate training in Germany are stipulated by state medical boards, officially termed associations (Landesärztekammer). In a periodically updated decree, the federal German medical association (Bundesärztekammer) provides a template for postgraduate medical training structure (Musterweiterbildungsordnung), which is adapted by the state medical associations. Admission to postgraduate medical training in Germany takes place by way of open, free-market selection. Based on the traditional assumption that junior doctors acquire all necessary clinical skills “on the job”, formal education in the form of seminars, lectures, or preorganised, detailed rotation plans through various specialties or wards is largely absent. Requirements for postgraduate medical training focus on the fulfilment of broad categories of rotations rather than specific content or gaining competencies. With few exceptions, no structured educational programs with curricular learning objectives exist. Limited funding impedes program development and expansion. Junior doctors bear the primary organisational responsibility in their training, which often results in extended training times and dissatisfaction. Structured training programs which prioritise skill-building and formal education are needed to support junior doctors and ensure their competence in primary and specialty care. German Medical Science GMS Publishing House 2022-11-15 /pmc/articles/PMC9733474/ /pubmed/36540556 http://dx.doi.org/10.3205/zma001570 Text en Copyright © 2022 Sierocinski et al. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Article
Sierocinski, Elizabeth
Mathias, Leonard
Freyer Martins Pereira, Julia
Chenot, Jean-François
Postgraduate medical training in Germany: A narrative review
title Postgraduate medical training in Germany: A narrative review
title_full Postgraduate medical training in Germany: A narrative review
title_fullStr Postgraduate medical training in Germany: A narrative review
title_full_unstemmed Postgraduate medical training in Germany: A narrative review
title_short Postgraduate medical training in Germany: A narrative review
title_sort postgraduate medical training in germany: a narrative review
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9733474/
https://www.ncbi.nlm.nih.gov/pubmed/36540556
http://dx.doi.org/10.3205/zma001570
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