ArticleFrontiers in medicine2025
Undergraduate scientific education and the decline of postgraduate medical researchers in Germany? A perspective discussion and review of the literature.
Article in Frontiers in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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.
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.
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Who cites it
2 citing papers in PubMed.
- [Medical training in research: A challenge].Revista medica del Instituto Mexicano del Seguro Social · 2026Article
- Medical students' perception of the role of nursing in medical care: implications for interprofessional education.Frontiers in medicine · 2026Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The decline of postgraduate medical researchers in Germany reflects fundamental gaps in undergraduate scientific education. Scientific competence (SC)-the integrated ability to think, act, and work scientifically-underpins the academic pipeline, yet its curricular implementation in frameworks such as NKLM 2.0 (National Competency-Based Learning Objectives Catalogue Medicine) and the revised ÄApprO (Approbationsordnung für Ärzte, German Licensing regulations for doctors), remains vague. German curricula do not distinguish Stokes's "knowledge" vs. "utility" dimensions of research, nor Kölbl's pedagogical refinements, reducing SC to a technical adjunct rather than an inquiry-driven competence vital for clinical decision-making. Student surveys reveal broad appreciation for scientific thinking but report scant structural support for independent research. Without clear, multidimensional learning objectives and longitudinal embedding-via modular research projects, protected research time, and continuous mentorship-interest in research-oriented careers will continue to wane. We call for SC to be redefined as a core, practice-integrated pillar of medical training, transcending its current role as a curricular checkbox and securing the future of academic medicine.
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Registered trials
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.