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Introduction <p>Medical graduates must integrate new scientific findings into clinical practice requiring strong scientific training. In Germany, scientific education in medical curricula is often undervalued, necessitating curricular changes. This study evaluates medical students' current scientific training, perceived and objective knowledge, and their preferences for curricular organisation.</p> Methods <p>A nationwide cross-sectional study was conducted using an online survey distributed to medical students across 45 German medical schools. The survey, conducted from March to May 2023, covered scientific education aspects including self-assessment of scientific skills and an optional 25-item knowledge competency test. Data were collected from 3005 students, with 1319 completing the full competency test.</p> Results <p>Only 53.8% of students were aware of their scientific curriculum, and over 60% reported no evaluation of their scientific skills at their universities. In their final year, 52.7% felt competent in literature search, and 44.1% in scientific writing. However, only 19.9% felt competent in study design, 25.7% in developing research projects, and 19.8% in applying findings to patient care. The average competency test score for final-year students was 16 out of 25, with notable deficiencies in empirics and practical applications. At least 62.2% of students expressed a desire for more scientific training, and 71.3% favoured mandatory scientific courses.</p> Conclusion <p>German medical students are dissatisfied with their current scientific education with 75% expressing dissatisfaction. They feel unprepared to apply scientific knowledge in clinical settings. The study highlights the need for urgent curricular reforms to enhance practical scientific training and better prepare future physicians for modern medical practice and research.</p>

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Scientific education in German medical schools: nationwide cross-sectional study reveals student needs and gaps

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月2日

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  • Maximilian Vogt,
  • Mark Enrik Geissler,
  • Sebastian Gerdes,
  • Jean-Paul Bereuter,
  • Nadja Schuchardt,
  • Rona Berit Geissler,
  • Ingmar Glauche,
  • Ingo Roeder,
  • Andreas Deußen,
  • Lydia Günther

摘要

Introduction

Medical graduates must integrate new scientific findings into clinical practice requiring strong scientific training. In Germany, scientific education in medical curricula is often undervalued, necessitating curricular changes. This study evaluates medical students' current scientific training, perceived and objective knowledge, and their preferences for curricular organisation.

Methods

A nationwide cross-sectional study was conducted using an online survey distributed to medical students across 45 German medical schools. The survey, conducted from March to May 2023, covered scientific education aspects including self-assessment of scientific skills and an optional 25-item knowledge competency test. Data were collected from 3005 students, with 1319 completing the full competency test.

Results

Only 53.8% of students were aware of their scientific curriculum, and over 60% reported no evaluation of their scientific skills at their universities. In their final year, 52.7% felt competent in literature search, and 44.1% in scientific writing. However, only 19.9% felt competent in study design, 25.7% in developing research projects, and 19.8% in applying findings to patient care. The average competency test score for final-year students was 16 out of 25, with notable deficiencies in empirics and practical applications. At least 62.2% of students expressed a desire for more scientific training, and 71.3% favoured mandatory scientific courses.

Conclusion

German medical students are dissatisfied with their current scientific education with 75% expressing dissatisfaction. They feel unprepared to apply scientific knowledge in clinical settings. The study highlights the need for urgent curricular reforms to enhance practical scientific training and better prepare future physicians for modern medical practice and research.