Zusammenfassung
Unter dem Begriff „Lehrforschung“ (LF) ist die motivierend geführte Anleitung der Weiterbildungsassistenten (WBA) zur zielgerichteten, strukturierten Forschung in der Urologie zu verstehen. Die LF verfolgt dabei nicht nur das Ziel habilitationsmotivierte Ärzte zu fördern, sondern sie verfolgt ebenso das Ziel, die Weiterbildung (WB) i. Allg. zu verbessern. Hindernisse in der Umsetzung derartiger Konzepte stellen nach den Ergebnissen klinischer Untersuchungen die Faktoren Zeit, motivierte Mentoren und finanzielle Ressourcen dar. In dem vorliegenden Artikel werden Möglichkeiten der Verbesserung der LF durch Etablierung eines curricularen Lehrplans vom Medizinstudium bis zur Erlangung der Facharztreife bzw. Habilitation aufgezeigt. Es sollten 3 Stufenaspekte der LF kontinuierlich in die WB integriert werden: (1) LF zur Verbesserung der individuellen Kompetenz, (2) klinische und patientenorientierte Forschung, (3) LF mit dem Ziel der Habilitation und akademischen Laufbahn. Das Konzept 1 beinhaltet als Basis wissenschaftliche ausgerichtete M&M-Konferenzen, Journal Clubs, OP-Workshops, Tumor Boards und Visiting Professors. Das Konzept 2 umfasst die wissenschaftliche Bearbeitung umschriebener Fragestellungen zur Analyse klinikinterner Konzepte im Kontext der Literatur. Das Konzept 3 bedarf einer von Beginn an einer strukturierten und harmonisierten Strategie der klinischen und wissenschaftlichen Ausbildung, die über 5 Phasen verläuft und einer verlässlichen Kommunikation zwischen WBA und Mentor bedarf. Letztendlich muss die LF curricular in die WB integriert werden, was nur mit einer Umstellung der Gesamtstruktur der universitären Urologie von einer vertikalen zu einer horizontalen Hierarchie mit einem klinisch und wissenschaftlich ausgerichteten Departmentsystem gelingen kann.
Abstract
Educational research (ER) should be defined as the motivated guidance of residents to be involved and to conduct structured research. ER does not only pursue the goal to promote residents for an academic career but it also concentrates on the improvement of residency in general. Based on the data of national and international studies lack of time, enthusiastic mentors and financial resources represent the most significant obstacles to realize concepts of dedicated ER. The current article highlights options to improving ER with a structured curriculum starting in medical school and extending to board examination and fellowship training. Three staged concepts should be continuously integrated into residency programs: (1) ER to improve individual competence in urology, (2) clinical and patient-oriented ER, (3) ER to realize academic career. Concept 1 includes scholarly aligned M&M conferences, journal clubs, OR workshops, tumor boards, visiting professors. Concept 2 includes the scientific analysis of well circumscribed questions concerning site-specific medical strategies in the context of the current literature. Concept 3 requires continuous and reliable communication between the residents and their mentors. It also requires a well-structured and harmonized strategy to combining the clinical and research education which comprises 5 phases. Eventually, ER curriculum must be integrated into residency programs which can only be realized if the structure of German academic urology is changed from a more or less vertical hierachy to a horizontal hierarchy with clinically and scientifically aligned department structures.
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Heidenreich, A. Lehrforschung in der Urologie. Urologe 58, 114–125 (2019). https://doi.org/10.1007/s00120-019-0855-z
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DOI: https://doi.org/10.1007/s00120-019-0855-z