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Background <p>General practitioners (GPs) are engaged in teaching and training as lecturers, teaching physicians, trainers, mentors, and examiners. Since many of them perform several of these functions simultaneously, coordinated qualification concepts are required.</p> Objective <p>The aim of this work is to develop a&#xa0;competency framework for GPs so as to pool resources and facilitate longitudinal competency development. This competency framework is intended to facilitate continuous and structured competency development across the different roles.</p> Methods <p>Based on a&#xa0;literature review, a&#xa0;multi-stage process was used to develop a&#xa0;competency framework for the various trainer roles involved in GP graduate medical education. Through several expert discussions within the German Society for General Practice and Family Medicine (DEGAM) Section for Continuing Education and a&#xa0;workshop, a&#xa0;competency framework was developed for the four roles: trainer, lecturer, mentor, and state examination examiner.</p> Results <p>A&#xa0;total of 45&#xa0;staff members (GPs, GP trainees, psychologists, educators) from 15&#xa0;competence centers for GP continuing education and teachers from university hospitals participated in the process. The framework was developed with eight dimensions: 1)&#xa0;didactics, 2)&#xa0;learner-centeredness, 3)&#xa0;social and communication skills, 4)&#xa0;role modeling/professionalism, 5)&#xa0;reflection and personal development, 6)&#xa0;systems-based teaching and learning, 7)&#xa0;teaching with patients, and 8)&#xa0;supervision of clinical rotation.</p> Conclusion <p>The modular competency framework provides an overview of the necessary teaching competencies of GPs. It supports the planning of courses and qualification content, the mapping of competency goals and teaching content, and comparable evaluation and accompanying research. This reduces redundancy for participants and conserves resources. General practitioners are supported longitudinally in their individual competency development.</p>

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Didaktische Kompetenzentwicklung in der Allgemeinmedizin

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月15日

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  • Ulrike Sonntag,
  • Martina Bischoff,
  • Jana Kirchberger,
  • Marco Roos,
  • Simon Schwill,
  • Dorothea Wild

摘要

Background

General practitioners (GPs) are engaged in teaching and training as lecturers, teaching physicians, trainers, mentors, and examiners. Since many of them perform several of these functions simultaneously, coordinated qualification concepts are required.

Objective

The aim of this work is to develop a competency framework for GPs so as to pool resources and facilitate longitudinal competency development. This competency framework is intended to facilitate continuous and structured competency development across the different roles.

Methods

Based on a literature review, a multi-stage process was used to develop a competency framework for the various trainer roles involved in GP graduate medical education. Through several expert discussions within the German Society for General Practice and Family Medicine (DEGAM) Section for Continuing Education and a workshop, a competency framework was developed for the four roles: trainer, lecturer, mentor, and state examination examiner.

Results

A total of 45 staff members (GPs, GP trainees, psychologists, educators) from 15 competence centers for GP continuing education and teachers from university hospitals participated in the process. The framework was developed with eight dimensions: 1) didactics, 2) learner-centeredness, 3) social and communication skills, 4) role modeling/professionalism, 5) reflection and personal development, 6) systems-based teaching and learning, 7) teaching with patients, and 8) supervision of clinical rotation.

Conclusion

The modular competency framework provides an overview of the necessary teaching competencies of GPs. It supports the planning of courses and qualification content, the mapping of competency goals and teaching content, and comparable evaluation and accompanying research. This reduces redundancy for participants and conserves resources. General practitioners are supported longitudinally in their individual competency development.