[Assessment of the significance and the requirements of medical postdoctoral lecture qualifications in Germany by the assessment committees]

[How important is an academic career in medicine today? A survey of medical students in Germany: results of study arm XIII of the KARiMED study]

OBJECTIVE

Academic careers still play a significant role in medicine. Although the doctorate remains interesting for many students, there are no data available from medical students, for example, with regard to the interest of a habilitation. In parallel, a good work-life/family balance is a key career element for young medical professionals. The aim was to obtain an up-to-date opinion on the academic career of medical students.

METHODOLOGY

Using an online survey, medical students of all semesters in Germany were questioned on the topics of academic career, mentoring, and work-life balance from October 2017 to December 2018. For this purpose, the medical students were invited by e-mail to participate and answer an anonymized online questionnaire.

RESULTS

A total of 1,775 participants from all 38 German medical faculties (68.3% female; age 23.3 ± 4.0 years) were included. Almost half of the participants could envision working in a branch office after graduation. While a professional career appeared important to a clear majority (70.8%), leisure time was rated as even more important (84.3%), and work-life balance clearly prioritized personal life (41.2%) over career (9.6%). Acquiring a title was rated as important to one's career by 53.6%. However, while the acquisition of a doctorate was still an option for 88.0% of the respondents, the situation is significantly different for academic titles following a successful habilitation. Although the significance of a habilitation is rated as high to very high (66.1%), the titles of assistant professor ("yes": 13.0%), associate professor (6.0%) or university professor (7.0%) are much less likely to be considered by medical students and are therefore rated as "maybe" and "no". Nevertheless, almost 60% wished for better information and advice in their future field of work.

CONCLUSION

Careers in medicine are undergoing a transformation where better compatibility of leisure/family and work is no longer the sole focus. On the contrary, work-life blending is sought, as a connection between work and life. Changes are therefore necessary for professional and especially academic careers in order to make working in science and research attractive again.

Dental Academic Degrees in Germany Compared to the USA

There are different avenues for obtaining postgraduate doctoral/Ph.D. degrees in Germany and abroad. Depending on their interests and career plans, candidates can choose a postgraduate doctorate/Ph.D. that focuses on a career in academia or a doctorate that does not involve all elements of a Ph.D. and is obtained for the title’s sake. Germany offers this type of diversity and flexibility, whereas the USA postgraduate doctorate model presents a more structured doctorate. The current article provides insight regarding various and more flexible pathways for obtaining a postgraduate doctorate by comparing the German and the American model. The diversity of academic degrees in dentistry and medicine, such as postgraduate doctoral degrees and the higher postdoctoral degrees available in Germany for graduates interested in academia, makes educational evaluation processes and credentials recognition challenging. The lack of transparency and a systematic approach for the academic acknowledgment of the different scientific values of each doctorate type is creating confusion, primarily when German postgraduate doctorate holders pursue academic careers internationally. The current article aims to enhance the knowledge about the different academic degrees and facilitate the educational evaluations, specialty applications, and employment processes. Understanding the additional scientific value of each doctorate type offered in Germany is imperative for their credential recognition internationally.

[The medical habilitation at German universities: a comparison of the regulations over 23 years]

BACKGROUND

Due to the further decrease in the number of habilitations in medicine since 2010, the general requirements for habilitation could have increased during the same period.

OBJECTIVE

The requirements for a medical habilitation at German universities in a comparison of 23 years are re-evaluated.

MATERIAL AND METHODS

An analysis of habilitation regulations for 12 target parameters and evaluation of these by a scoring system (range 0-34 points).

RESULTS

Only the criterion of the requirement for a doctorate has remained the same in the 23-year comparison in the evaluation (1998-2021). All results of the other 11 criteria have changed compared to the previous study from 2010. The rating of habilitation achievements has increased from a total score in 1998 of 15.2 ± 5.1 points (95% confidence interval 13.6-16.9 points) to 25.1 ± 3.6 points in 2021 (95% confidence interval 23.9-26.2 points; p < 0.001). The range of assigned scoring values is again more broadly spread in the 11-year comparison with values from 12 to 31 points. A striking new criterion was that 98% of the assessed habilitation regulations now require a didactic continuing education in, however, significantly different requirements from the faculties.

CONCLUSION

The requirements for a medical habilitation continued to significantly increase over the 23-year period with, however, a wider dispersion of scores. The more detailed description can be seen as a direct indication of an improvement in transparency. In contrast, the broader dispersion shows that a uniform assessment standard for Germany has again receded into the distance.

Requirements for Becoming an Adjunct Professor in Medicine: A Comparative Analysis of the Regulations of German Medical Faculties

Background: Following a medical habilitation or equivalent qualification after continuous scientific activity, one can apply for a position as an adjunct professor (außerplanmäßige Professur). The medical faculties in Germany have issued regulations for these appointments. The aim of this paper was to compare the requirements for appointment as an adjunct professor among medical faculties. Methods: The currently valid regulations of medical faculties in Germany were analyzed for the target criteria of publication performance, teaching performance, possibility of shortening the procedure; consideration of appointment for junior professor, patents, acquisition of third-party funding, medical didactic qualifications, and/or special scientific achievements; and review procedure. Results: An analysis of 38 currently valid regulations showed large differences between the requirements. The number of required first/senior authorships differs significantly within the regulations (from 4 to 16). The median of the required number of first/senior authorships is six (Q1 = 5, Q3 = 7). In total, 93% (n = 35) of the universities provide information on the publication medium or the value of the publication. Third-party funding is desired or required in 68% (n = 26) of the regulations. There are also clear differences in the scope of required teaching activities, which range from two to a maximum of six years of teaching. Shortening the time to apply for an adjunct professorship is possible in 45% (n = 17) of the cases. In total, 97% (n = 37) of the faculties provide information on external review, with 71% (n = 27) most frequently requesting one or two external reviews. Conclusion: The regulations show clear differences among individual requirements for adjunct professorship. Standardization would be desirable and would lead to comparable conditions and therefore also to a fair recognition of scientific achievements.

[Status Quo - The requirements for medical habilitation in Germany]

Hintergrund  In Deutschland gilt die Habilitation als Nachweis der Qualifikation zur selbstständigen Forschung und Lehre und ist die Voraussetzung zur Erlangung der Lehrbefähigung im jeweiligen Fachgebiet. Die Voraussetzungen sind in den Habilitationsordnungen der Universitäten und gleichgestellten Institutionen festgelegt. Dieser Übersichtsartikel verfolgt das Ziel, die Anforderungen an die Habilitation der medizinischen Fakultäten aufzuzeigen und Verbesserungsvorschläge hinsichtlich dessen darzulegen.

Methoden  Die gültigen Habilitationsordnungen und Ausführungsbestimmungen aller 39 deutschen medizinischen Fakultäten wurden auf folgende Zielkriterien analysiert: Gesamtpublikationen (n), Erst- und Letztautorenschaften (n), Lehrleistungen, Berücksichtigung von Drittmitteleinwerbung, Patentrechte, Abstracts auf Kongressen, Teilnahme an didaktischen Fortbildungen, kumulative Habilitation, Voraussetzung von Promotion oder äquivalenten Leistungen, Gutachter (n) und deren Zugehörigkeit, Abhaltung eines hochschulöffentlichen und wissenschaftlichen Vortrags sowie einer Lehrprobe.

Ergebnisse  Insgesamt wurden 37 Habilitationsordnungen in die Analyse einbezogen. Die Habilitationsanforderungen unterscheiden sich in mehreren zentralen Punkten, vor allem in der Zahl der geforderten Erst- und Letztautorenschaften, Gesamtanzahl der Publikationen und Bewertung der Publikationsleistung. Eine kumulative Habilitation ist an 97 % (n = 36) der Universitäten möglich. Deutliche Unterschiede bestehen auch in Bezug auf die Auswahl der Gutachtenden (nur Interne, Interne und Externe, nur Externe).

Schlussfolgerung  Die quantitativen und qualitativen Anforderungen und deren Gewichtung sind zwischen den Ordnungen häufig uneinheitlich. Zur Steigerung der Transparenz und Würdigung der erbrachten wissenschaftlichen Leistung erscheint eine Vereinheitlichung der Anforderungen zielführend.