title: The scholar role in the National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education (NKLM) compared to other international frameworks.
abstract: BACKGROUND
  In Germany, a national competence based catalogue of learning objectives in medicine (NKLM) was developed by the Society for Medical Education and the Council of Medical Faculties. As many of its international counterparts the NKLM describes the qualifications of medical school graduates. The definition of such outcome frameworks indents to make medical education transparent to students, teachers and society. The NKLM aims to amend existing lists of medical topics for assessment with learnable competencies. All outcome frameworks are structured into chapters, domains or physician roles. The definition of the scholar-role poses a number of questions such as: What distinguishes necessary qualifications of a scientifically qualified physician from those of a medical scientist?
  
  
  METHODS
  13 outcome frameworks were identified through a systematic three-step literature review and their content compared to the scholar role in the NKLM by means of a qualitative text analysis. The three steps consist of (1) search for outcome frameworks, (2) in- and exclusion, and (3) data extraction, categorization, and validation. The results were afterwards matched with the scholar role of the NKLM.
  
  
  RESULTS
  Extracted contents of all frameworks may be summarized into the components Common Basics, Clinical Application, Research, Teaching and Education, and Lifelong Learning. Compared to the included frameworks the NKLM emphasises competencies necessary for research and teaching while clinical application is less prominently mentioned.
  
  
  CONCLUSIONS
  The scholar role of the NKLM differs from other international outcome frameworks. Discussing these results shall increase propagation and understanding of the NKLM and thus contribute to the qualification of future medical graduates in Germany.
authors.affiliation: Institut für Medizinische Lehre, Abteilung für Assessment und Evaluation, Medizinische Fakultät, Universität Bern, Switzerland ; Klinik für Anästhesiologie mit Schwerpunkt operative Intensivmedizin, Charité, Campus Mitte und Campus Virchow Klinikum, Berlin, Germany.
authors.forename: Stefanie C
authors.initials: SC
authors.lastname: Hautz
authors.affiliation: Universitäres Notfallzentrum, Inselspital Bern, Switzerland.
authors.forename: Wolf E
authors.initials: WE
authors.lastname: Hautz
authors.affiliation: Klinik für Anästhesiologie mit Schwerpunkt operative Intensivmedizin, Charité, Campus Mitte und Campus Virchow Klinikum, Berlin, Germany ; Prodekanat für Studium und Lehre, Charité Universitätsmedizin Berlin, Germany.
authors.forename: Niklas
authors.initials: N
authors.lastname: Keller
authors.affiliation: Prodekanat für Studium und Lehre, Charité Universitätsmedizin Berlin, Germany ; Max Planck Institut für Bildungsforschung, Harding Zentrum für Risikokompetenz, Berlin, Germany.
authors.forename: Markus A
authors.initials: MA
authors.lastname: Feufel
authors.affiliation: Klinik für Anästhesiologie mit Schwerpunkt operative Intensivmedizin, Charité, Campus Mitte und Campus Virchow Klinikum, Berlin, Germany.
authors.forename: Claudia
authors.initials: C
authors.lastname: Spies
mesh_terms: D035843:Biomedical Research / Q000592:standards*; D002983:Clinical Competence / Q000592:standards*; D003162:Competency-Based Education; D004504:Education, Medical, Undergraduate / Q000592:standards*; D004521:Educational Measurement; D005858:Germany; D006801:Humans; D007858:Learning; D013663:Teaching / Q000592:standards*
keywords: medical education; scholarship; undergraduate education