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Objective <p>The current challenges in the German healthcare system require new tasks, fields of action and job profiles, as well as adapted professional skills for those involved in system design. Degree programmes in the field of health sciences and public health have been contributing to this since the 1990s. Since then, the landscape of degree programmes has continuously developed. This inventory reveals the current state of development of degree programmes.</p> Methods <p>Research into the bachelor’s and master’s degree programmes was carried out using the keywords “health sciences”, “public health” and “health promotion” in the online database <i>Hochschulkompass</i>. Only degree programmes that included a&#xa0;unique degree programme name and provided training in designated subject areas were included in the in-depth analyses. Core data of the degree programmes were filtered out on the basis of the module handbooks and recorded in person with the persons responsible for the degree programmes.</p> Results <p>On the basis of the selection criteria, 60&#xa0;courses at universities in Germany were identified, of which 21 were bachelor’s and 49&#xa0;master’s degrees. A&#xa0;balanced number of both universities and universities of applied sciences offer health-related courses. The following picture emerges from the distribution of disciplines: health sciences: 13&#xa0;bachelor’s/15&#xa0;master’s; public health: 2&#xa0;bachelor’s/20&#xa0;master’s; health promotion: 6&#xa0;bachelor’s/8&#xa0;master’s; epidemiology: 6&#xa0;master’s.</p> Conclusion <p>The current inventory shows a&#xa0;positive development of health science degree programmes at German universities. With the increase in the number of degree programmes, the number of students has also risen steadily. So far, the degree programmes have not succeeded in implementing a&#xa0;common core curriculum that goes beyond the professional qualification framework. Furthermore, there is a&#xa0;need for stronger cross-university networking within the framework of professional associations.</p>

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Die Studienganglandschaft in den Bereichen Gesundheitswissenschaften, Public Health und Gesundheitsförderung in Deutschland. Entwicklung der Bachelor- und Masterstudiengänge

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月14日

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  • Elena Sterdt,
  • Kerstin Baumgarten,
  • Dagmar Arndt

摘要

Objective

The current challenges in the German healthcare system require new tasks, fields of action and job profiles, as well as adapted professional skills for those involved in system design. Degree programmes in the field of health sciences and public health have been contributing to this since the 1990s. Since then, the landscape of degree programmes has continuously developed. This inventory reveals the current state of development of degree programmes.

Methods

Research into the bachelor’s and master’s degree programmes was carried out using the keywords “health sciences”, “public health” and “health promotion” in the online database Hochschulkompass. Only degree programmes that included a unique degree programme name and provided training in designated subject areas were included in the in-depth analyses. Core data of the degree programmes were filtered out on the basis of the module handbooks and recorded in person with the persons responsible for the degree programmes.

Results

On the basis of the selection criteria, 60 courses at universities in Germany were identified, of which 21 were bachelor’s and 49 master’s degrees. A balanced number of both universities and universities of applied sciences offer health-related courses. The following picture emerges from the distribution of disciplines: health sciences: 13 bachelor’s/15 master’s; public health: 2 bachelor’s/20 master’s; health promotion: 6 bachelor’s/8 master’s; epidemiology: 6 master’s.

Conclusion

The current inventory shows a positive development of health science degree programmes at German universities. With the increase in the number of degree programmes, the number of students has also risen steadily. So far, the degree programmes have not succeeded in implementing a common core curriculum that goes beyond the professional qualification framework. Furthermore, there is a need for stronger cross-university networking within the framework of professional associations.