[The Logic Model - a rationale for an encompassing evaluation framework of the German Competence Centers for Postgraduate Medical Education in general practice].
Das Logische Modell als Grundlage für ein strukturiertes Konzept der Evaluation und Qualitätssicherung der Kompetenzzentren Weiterbildung Allgemeinmedizin.
Allgemeinmedizin
General practice
German Competence Centers for Postgraduate Medical Education
Kompetenzzentren Weiterbildung
Logic Model
Logisches Modell
Postgraduate medical education
Program theory
Programmtheorie
Quality management
Qualitätsmanagement
Weiterbildung
Journal
Zeitschrift fur Evidenz, Fortbildung und Qualitat im Gesundheitswesen
ISSN: 2212-0289
Titre abrégé: Z Evid Fortbild Qual Gesundhwes
Pays: Netherlands
ID NLM: 101477604
Informations de publication
Date de publication:
Oct 2021
Oct 2021
Historique:
received:
16
03
2021
revised:
04
06
2021
accepted:
02
08
2021
pubmed:
4
9
2021
medline:
13
10
2021
entrez:
3
9
2021
Statut:
ppublish
Résumé
The Competence Centers for Postgraduate Medical Education (KW) established throughout Germany represent complex programs to increase the efficiency and quality of postgraduate medical education in general practice. So-called Logic Models serve as the framework for evaluations and quality management processes of complex programs in many areas. The aim of this article is to develop such a model, using the example of the Competence Center in Baden-Württemberg (KWBW) in order to structure its complex program logic and use it as a framework for future evaluations and quality management processes. The adaptation of the Logic Model to the KWBW took place in an informal, nominal group process with employees and participants of the program. We identified 76 core elements of the KWBW. These core elements were classified in one of the five pillars of the Logic Model (input, activity, output, outcome and impact) and categorized according to fields of action and target groups. The Logic Model, which was developed using the KWBW as an example, identifies and structures important core elements of a complex postgraduate medical training program for the first time. It seems to be well suited for visualizing the internal logic of this complex program and the interaction of the various elements within the KWBW. It can thus be used as the basis for a comprehensive and systematic evaluation concept and for quality assurance. The model is also a prerequisite for comparative research questions of other university programs for postgraduate medical education and thus offers an opportunity for cooperative development efforts. This article therefore contributes to promoting quality in continuing medical training.
Sections du résumé
BACKGROUND
BACKGROUND
The Competence Centers for Postgraduate Medical Education (KW) established throughout Germany represent complex programs to increase the efficiency and quality of postgraduate medical education in general practice. So-called Logic Models serve as the framework for evaluations and quality management processes of complex programs in many areas. The aim of this article is to develop such a model, using the example of the Competence Center in Baden-Württemberg (KWBW) in order to structure its complex program logic and use it as a framework for future evaluations and quality management processes.
METHODS
METHODS
The adaptation of the Logic Model to the KWBW took place in an informal, nominal group process with employees and participants of the program.
RESULTS
RESULTS
We identified 76 core elements of the KWBW. These core elements were classified in one of the five pillars of the Logic Model (input, activity, output, outcome and impact) and categorized according to fields of action and target groups.
DISCUSSION
CONCLUSIONS
The Logic Model, which was developed using the KWBW as an example, identifies and structures important core elements of a complex postgraduate medical training program for the first time. It seems to be well suited for visualizing the internal logic of this complex program and the interaction of the various elements within the KWBW. It can thus be used as the basis for a comprehensive and systematic evaluation concept and for quality assurance.
CONCLUSION
CONCLUSIONS
The model is also a prerequisite for comparative research questions of other university programs for postgraduate medical education and thus offers an opportunity for cooperative development efforts. This article therefore contributes to promoting quality in continuing medical training.
Identifiants
pubmed: 34474993
pii: S1865-9217(21)00141-0
doi: 10.1016/j.zefq.2021.08.003
pii:
doi:
Types de publication
Journal Article
Langues
ger
Sous-ensembles de citation
IM
Pagination
77-82Informations de copyright
Copyright © 2021. Published by Elsevier GmbH.