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This study aimed to find out more about factors that hinder physicians' careers, especially with regard to gender differences, and which future working conditions they would prefer.In an online survey, members of the professional societies of Hematology and Oncology in Germany, Austria and Switzerland were asked to rate factors that might hinder or facilitate their professional career. Data analysis included χ469 physicians participated (61% female, response rate 9.1%). 40% of the participants experience a lack of compatibility between family life and career. Female physicians with children living in their household especially feel restricted in their professional development. The most preferred conditions for improving compatibility were flexible working hours (72%), opportunities to work in home office (71%), better opportunities for specialist training (51%) and enabling managerial activities on a part-time basis (73%). Both female and male physicians would like fathers to be encouraged to take parental leave to the same extent as mothers (50%). They would, e.g., like to see more flexible drop-off and pickup times for children (71%) and more childcare options offered by their employer (61%).Results suggest various options for promoting compatibility of family life and work, e.g., by family-friendly working time models and part-time offers breaking with traditional role models. Managerial positions might be offered on a regular part-time basis. Structured qualification programs could enable the compatibility of clinical work, research and family life. Childcare services should preferably be provided in line with existing needs.

This project report describes the development of theGlobal questions and in-depth items were formulated for each of the sub-competencies of the six core competencies of the KLM model. Depending on the number of sub-competencies, there are 3-4 subscales for each core competency, comprising 69 items in total. Data from 90 participants of medical didactic courses were analysed. Item analyses supported the hypothesized scales.The internal consistencies (Cronbach's alpha: CR-α) of the 22 subscales ranged from CR-α=.70 to CR-α=.93, and the item difficulty indices of the subscales ranged from 18% to 89%. For 2 subscales, some items had a difficulty index of more than 80%, and for 3 subscales, the difficulty index of some items was less than 25%.The FKM_L was developed to assess individual and group profiles of teachers' competence in medicine. The results of this first psychometric analysis are promising: With the help of the FKM_L, teachers can learn about and reflect on aspects of their teaching competencies in the context of medical didactic courses. Based on their FKM_L profiles, they can decide whether they want to selectively optimize their competence characteristics. For providers, the FKM_L is suitable as a screening tool to identify, among other things, gaps in the training offered. Further analyses are necessary to check limitations identified in some scales and to improve individual items. In addition, research on the construct and criterion-related validity of the instrument is required.In diesem Projektbericht wird die Entwicklung und teststatistische Überprüfung desFür die Teilkompetenzen der sechs Kernkompetenzen des KLM-Modells wurden jeweils Globalfragen und vertiefende Items formuliert. Je Kernkompetenz gibt es in Abhängigkeit von der Zahl der Teilkompetenzen 3-4 Subskalen, die 69 Items umfassen. Alle Skalen wurden itemanalytisch überprüft. Analysiert wurden Daten von 90 Teilnehmerinnen und Teilnehmern medizindidaktischer Kurse.Die inneren Konsistenzen (Cronbachs Alpha: CR-α) der 22 Subskalen liegen zwischen CR-α=.70 und CR-α=.93, die Schwierigkeitsindices der Items der Subskalen zwischen 18% und 89%. Bei 2 Subskalen wiesen einige Items einen Schwierigkeitsindex von über 80% auf, bei 3 Subskalen betrug der Schwierigkeitsindex einiger Items weniger als 25%.Der FKM_L wurde zur Erfassung von individuellen und gruppenbezogenen Kompetenzprofilen von Lehrenden in der Medizin entwickelt. Die Ergebnisse dieser ersten teststatistischen Analyse sind vielversprechend: Mit Hilfe des FKM_L können Lehrende im Rahmen medizindidaktischer Kurse Aspekte ihrer Lehrkompetenzen kennenlernen und reflektieren. Anhand ihrer FKM_L-Profile können sie entscheiden, ob sie ihre Kompetenzausprägungen punktuell optimieren möchten. Für Anbieter eignet sich der FKM_L als Screening-Instrument, um u.a. Lücken im Ausbildungsangebot festzustellen. Weitere Analysen sind notwendig, um festgestellte Einschränkungen bei einigen Skalen zu überprüfen und einzelne Items anzupassen. Darüber hinaus ist eine Überprüfung der Konstrukt- und der kriterienbezogenen Validität des Instruments erforderlich.