Abstract:

Background:
The aim of the sub-project ‘CanMEDS professional roles for the development of a master's degree programme’ in Germany was to develop an interprofessional, profession-integrating qualification framework for health professions such as physiotherapists, occupational therapists and nursing professionals. This requires a competence profile that meets the requirements of employers (e.g. clinics, rehabilitation facilities, outpatient care services, therapy practices) and students in terms of employability. Since the Leuven Communiqué (2009), employability has been explicitly named as an objective of higher education and emphasises cooperation between universities and employers. Nevertheless, despite the European Qualifications Framework, professional qualifications frameworks and various studies, particularly on student skills, there is a lack of concrete findings on the employability of graduates.

Research question:
Against this background, it was to investigated which criteria are particularly relevant for employability.

Methodology and results:
Based on a literature review, CanMEDS, the competency profile originally developed in Canada for general medicine, was selected and systematically modified in eight steps by a panel of experts. Specific aspects of employability for the Master's programme can be identified. These include the suitability of the practical training facilities and the study contract, which regulates the professional practical support during the course of study. Students complete their project and research work as well as their Master's thesis on behalf of their practical training facility (employer) on topics relevant to practice or as a research desideratum. Practical experience is given high priority in the curriculum and is also the subject of application-oriented research. Consequently, students contribute their professional experience and relate it to theory, analyse patterns of practice and independently develop innovative solutions. In addition, the study and examination regulations set the structural framework by anchoring competence-oriented teaching and examination forms (e.g. simulation scenarios, business games, skills labs, learning clinics, blended learning, case analysis, transfer tasks, objective structured clinical examinations, portfolios) and evaluation. Teaching is highly practice-oriented, as half of the teaching at universities of applied sciences in particular is covered by proven subject experts. In addition to their teaching duties, they hold responsible or leading positions in the field. Quality-assured, didactic advice for teachers is provided through a special range of courses offered by the university's own centre for teaching and learning.

Discussion:
The identified criteria for the employability of an interprofessional, profession-integrating Master's programme for health professions raise the question of which skills enable Master's graduates to find employment, including in the long term. In addition, the question of which evaluation tools are suitable for determining performance in terms of absorption into practice is addressed.

Keywords:

CanMEDS, Medical Experts, curriculum, practical training facilities, application-oriented research, professional experience.