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      Importance and benefits of the doctoral thesis for medical graduates Translated title: Bedeutung und wahrgenommener Nutzen der Medizinischen Promotion für die Promovenden

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          Abstract

          Introduction: The majority of medical graduates in Germany complete a doctorate, even though a doctoral degree is not necessary for the practice of medicine. So far, little is known about doctoral candidates’ view on the individual benefit a doctoral thesis has for them. Consequently, this is the subject of the present investigation.

          Method: Data from surveys with graduates of the five medical faculties of Baden-Württemberg from the graduation years 2007/2008 (N=514) and 2010/2011 (N=598) were analysed.

          Results: One and a half years after graduating 53% of those interviewed had completed their doctorate. When asked about their motivation for writing a doctoral thesis, participants answered most frequently “a doctorate is usual” (85%) and “improvement of job opportunities” (75%), 36% said that an academic career has been their primary motive. Less than 10% responded that they used their doctoral thesis as a means to apply for a job. The proportion of graduates working in health care is equally large among those who have completed a thesis and those who have not. Graduates who pursued a thesis due to scientific interest are also currently more interested in an academic career and recognise more opportunities for research. An implicit benefit of a medical thesis emerged with regard to the self-assessment of scientific competences as those who completed a doctorate rated their scientific competencies higher than those who have not.

          Discussion: Although for the majority of physicians research interest is not the primary motivation for completing a doctorate, they might nevertheless achieve some academic competencies. For graduates pursuing an academic career the benefit of completing a medical thesis is more obvious.

          Zusammenfassung

          Einleitung: Die Mehrheit der medizinischen AbsolventInnen in Deutschland promoviert, obwohl der Titel nicht zur ärztlichen Berufsausübung notwendig ist. Zur Frage, welchen individuellen Nutzen die Doktorarbeit aus Sicht der Promovenden hat, ist bislang nur wenig bekannt. Sie ist daher Gegenstand dieser Untersuchung.

          Methode: Analysiert wurden Daten aus Absolventenstudien der Abschlussjahrgänge 2007/2008 (N=514) und 2010/2011 (N=598) der Medizinischen Fakultäten Baden-Württembergs.

          Ergebnisse: 53% der Befragten haben 1,5 Jahre nach Studienabschluss ihre Promotion abgeschlossen. Die stärkste Zustimmung zu Beweggründen, eine Doktorarbeit anzufertigen, erfahren die Motive „Promotion ist üblich“ (85%) und „Verbesserung der Berufschancen“ (75%). Dem Motiv, eine akademische Karriere anzustreben, stimmten 36% zu. Weniger als 10% der Befragten setzen ihre Promotionsarbeit als Strategie bei der Stellensuche ein. Der Anteil der AbsolventInnen, die in der Krankenversorgung arbeiten ist unter den Promovierten praktisch genauso groß wie unter den Nicht-Promovierten. Diejenigen, die für die Promotion stärker wissenschaftliche Motive angeben, sind auch aktuell stärker an einer akademischen Karriere interessiert und sehen für sich mehr Möglichkeiten wissenschaftlich zu arbeiten. Als impliziter Nutzen zeigte sich, dass die promovierten AbsolventInnen ihre wissenschaftlichen Kompetenzen signifikant höher einschätzen, als ihre nicht promovierten KollegInnen.

          Diskussion: Obwohl die meisten MedizinerInnen eine Promotion nicht in erster Linie aus originärem Forschungsinteresse anstreben, erweitern sie dadurch dennoch ihre wissenschaftlichen Kompetenzen. Einen offensichtlicheren Nutzen hat die Promotion für diejenigen, die eine wissenschaftliche Karriere anstreben.

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          Development of a questionnaire to assess medical competencies: Reliability and validity of the Questionnaire

          Introduction: While preparing a graduate survey for medical education in 2008 we realized that no instrument existed that would be suitable to evaluate whether the learning outcomes outlined in the Medical Licensure Act (ÄAppO) would be met. Therefore we developed the Freiburg Questionnaire to Assess Competencies in Medicine (Freiburger Fragebogen zur Erfassung von Kompetenzen in der Medizin, FKM)1 which has been revised and extended several times since then. Currently the FKM includes 45 items which are assigned to nine domains that correspond to the CanMEDS roles: medical expertise, communication, team-work, health and prevention, management, professionalism, learning, scholarship, and personal competencies. Methods: In order to test the reliability and validity of the questionnaire we have repeatedly surveyed medical students and residents since May 2008. In this article we report on the results of a cross-sectional study with 698 medical students from the preclinical and clinical years. In addition, we report the results of a survey of 514 residents who were up to two years into their residency. Results and conclusions: In summary, results show that the scales of the FKM are reliable (Cronbach’s α between .68 and .97). Significant differences in means between selected groups of students support the measure’s construct validity. Furthermore, there is evidence that the FKM might be used as a screening tool e.g. in graduate surveys to identify weaknesses in the medical education curriculum.
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            [The medical dissertation--no definitive model. Results of a survey about obtaining a doctorate contradict frequently stated opinions].

            The relevance of medical dissertations is controversial in Germany. The "Wissenschaftsrat" (Science Council) of Germany even made the radical proposal of abolishing medical dissertations, in their present form, in the recently published "Guidelines on writing a thesis". Using a questionnaire with 22 items all students submitting their dissertations within one year at the Medical School in Hannover were asked to participate in a survey about the dissertation, supervision, time spent on it and publishing the results. The answers were evaluated statistically by explorative data analysis. A total of 232 questionnaires were evaluated, which is equivalent to a response rate of 87% (47% were women). A majority of 69% had prepared their thesis in a clinical institution. The supervision during various phases of the dissertation was graded as good. Altogether 90% thought that it had been personally worth-while. In 57% of cases the data of the dissertation had already been published and in 39 % of these cases the author of the dissertation was listed as first author of the publication. In agreement with former studies in German universities an overwhelming majority of 90% of respondents graded dissertations as a significant part of their medical studies, although requiring much additional time. They would recommend such a research phase to younger students as highly valuable. These results are in contrast to many repeatedly made statements.
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              Benefits and pitfalls of scientific research during undergraduate medical education

              Objective: The integration of scientific research into medical education is a widely discussed topic. Most research training programs are offered on a voluntary basis. In Germany, it is mandatory to complete a doctoral thesis to obtain the academic title “doctor”. The reasons why students start a dissertation project and the influence of this project on their undergraduate studies and later career choices are not well known. Method: This study was conducted at five German universities in 2003, with a total of 437 fifth-year students participating in it. A standardised questionnaire was used to ask participants about their current or finished dissertation (group A), a dissertation they had discontinued (group B) or why they had never started a dissertation project (group C). Results: The two most important reasons for students from group A to start a dissertation were “interest in the topic” and “advantage for job applications”. Compared with group B, they mentioned “improved ability to critically appraise scientific studies” and “doing scientific work independently” significantly more often as a result of working on their dissertation. Starting a dissertation project early during undergraduate studies was correlated with a less successful outcome. Moreover, working on a dissertation significantly reduced time spent on undergraduate studies. Students from group C named the "workload of undergraduate studies" and “no time” most frequently as reasons for not having started a dissertation. Conclusion: Students who have been working successfully on a dissertation rate items regarding the acquisition of scientific research skills significantly more positively, and participation in undergraduate studies seems to be negatively affected by working on a dissertation project. Therefore, basic training in scientific research methodology should become an integrated part of the medical undergraduate curriculum, while special programs should be offered for students with a particular interest in scientific research programs or an academic career.
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                Author and article information

                Journal
                GMS J Med Educ
                GMS J Med Educ
                GMS J Med Educ
                GMS Journal for Medical Education
                German Medical Science GMS Publishing House
                2366-5017
                15 February 2016
                2016
                : 33
                : 1
                : Doc8
                Affiliations
                [1 ]University of Freiburg, Medical Faculty, Office of Student Affairs, Centre for Evaluation of Teaching in Medicine Baden-Württemberg, Freiburg, Germany
                [2 ]University of Freiburg, Medical Faculty, Department for Medical Biometry and Medical Informatics, Freiburg, Germany
                [3 ]University of Freiburg, Medical Faculty, Department for Medical Psychology and Sociology, Freiburg, Germany
                [4 ]University Basel, Medical Faculty, Office of Student Affairs, Basel, Switzerland
                Author notes
                *To whom correspondence should be addressed: Marianne Giesler, University of Freiburg, Medical Faculty, Office of Student Affairs, Centre for Evaluation of Teaching in Medicine Baden-Württemberg, Elsässer-Str. 2m, D-79104 Freiburg, Germany, Phone: +49 (0)761/270-77400, E-mail: marianne.giesler@ 123456uniklinik-freiburg.de
                Article
                zma001007 Doc8 urn:nbn:de:0183-zma0010074
                10.3205/zma001007
                4766933
                26958656
                a2a481ae-111f-42a9-acd8-e7d2dfb4bd0b
                Copyright © 2016 Giesler et al.

                This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License.

                History
                : 20 May 2015
                : 06 December 2015
                : 04 December 2015
                Categories
                Article

                doctorate, medical,methods, academic,graduate survey,motivation,evaluation

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