Evidence map›Paper›PMID 39711860›Full record

ArticleGMS journal for medical education2024

HaKom - the Halle continuum as a postgraduate medical training curriculum, illustrated using the development and delivery of the ready for duty course.

Susanna Jaspers, Lena Bauer, Linn Hempel, Juliane Achenbach, Josefin Bosch, Christiane Ludwig, Miriam Schwardt, Benjamin Reufsteck, Anna Siol, Jonas Steglich and 1 more

Abstract read
In one paragraph

Article in GMS journal for medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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0cells of the map it votes in
0citing papers in PubMed
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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Susanna JaspersUniversity of Halle-Wittenberg, Medical Faculty, Dorothea Erxleben Learning Centre, Halle (Saale), Germany.
Lena BauerUniversity of Halle-Wittenberg, Medical Faculty, Dorothea Erxleben Learning Centre, Halle (Saale), Germany.
Linn HempelUniversity of Halle-Wittenberg, Medical Faculty, Dorothea Erxleben Learning Centre, Halle (Saale), Germany.
Juliane AchenbachUniversity of Halle-Wittenberg, Medical Faculty, Dorothea Erxleben Learning Centre, Halle (Saale), Germany.
Josefin BoschUniversity of Halle-Wittenberg, Medical Faculty, Dorothea Erxleben Learning Centre, Halle (Saale), Germany.
Christiane LudwigUniversity of Halle-Wittenberg, Medical Faculty, Dorothea Erxleben Learning Centre, Halle (Saale), Germany.
Miriam SchwardtUniversity of Halle-Wittenberg, Medical Faculty, Dorothea Erxleben Learning Centre, Halle (Saale), Germany.
Benjamin ReufsteckUniversity of Halle-Wittenberg, Medical Faculty, Dorothea Erxleben Learning Centre, Halle (Saale), Germany.
Anna SiolUniversity of Halle-Wittenberg, Medical Faculty, Dorothea Erxleben Learning Centre, Halle (Saale), Germany.
Jonas SteglichUniversity of Halle-Wittenberg, Medical Faculty, Dorothea Erxleben Learning Centre, Halle (Saale), Germany.
Dietrich StoevesandtUniversity of Halle-Wittenberg, Medical Faculty, Dorothea Erxleben Learning Centre, Halle (Saale), Germany.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Objective: The Halle continuum (HaKom) is a course for doctors undergoing postgraduate medical training in southern Saxony-Anhalt. It revises the skills and knowledge acquired during undergraduate medical training and develops them on an individual and needs-driven basis. The development and establishment of the three-day ready for (resident on-call) duty ( Methodology: The HaKom comprises a total of eight courses already established and four further courses still being planned, the order of which can be adapted individually. One of the HaKom courses is the ready for duty course, the structure and development of which will be explained below. The course content was developed in line with the KERN model using a questionnaire-based needs assessment conducted between 2019 and 2020 among 77 participants from ten different specialty areas. Results: In the in-person ready for duty course, 16 participants learn relevant content for their first (on-call) duty using simulations, communication training and practical skills stations at the learning centre of Halle University Hospital. Participants can study theoretical content in detail in a blended-learning approach. Evaluations of the curriculum taught to the first 12 cohorts - comprising a total of 205 participants - were conducted with a response rate of 65% and the course content was adapted on the basis of these evaluations. All of the respondents (100%) said that the course was useful in preparing them at the beginning of their medical career. Conclusion: As part of the overall HaKom curriculum, the ready for duty course builds on and goes beyond undergraduate medical training. By improving the quality of postgraduate medical training, it is designed to guarantee adequate patient care and can also promote local networking among the participants.

Indexed as

Clinical CompetenceCurriculumEducation, Medical, GraduateGermanyHumansSurveys and Questionnairespostgraduate medical trainingpostgraduate training curriculumsimulations

Identifiers

PMID39711860
PMCPMC11656174

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.