Abstracts by key term: Graduate Academy
While in the United States (the “motherland” of health services research [8,13,16]) more than one billion US dollars have been invested in research projects since 2009 to expand the health services research concepts of comparative effectiveness research (CER) and patient-centered outcomes research ( PCOR) in everyday research [3-7], health services research in Germany is still at an early stage of development [8]. At least in Baden-Württemberg, there has been a state-funded program to promote health services research since 2011 [17,18]. Here, too, the discipline has not yet been implemented across the board in research and teaching, and health services research has not yet been included as a compulsory subject in the study regulations for human medicine by the medical faculties in Baden-Württemberg (as of December 2013). The possibilities for anchoring health care research in studies are therefore limited, especially since content relevant to health care research has hardly been implemented in the cross-sectional area (QB) “health economics, health system, public health care” that was included in the licensing regulations in 2003 and in socio-medical teaching [9-12] . The question therefore arises as to how health services research can be successfully implemented into medical studies in order to sensitize future doctors and scientists to the issues facing the discipline. In addition to the QB and socio-medical teaching, corresponding teaching content could be implemented in the clinical subjects and as part of a compulsory elective course (WPV). In principle, the requirements for an elective course are regulated differently at the universities in Baden-Württemberg; in Tübingen (according to the study regulations of May 6, 2013) a minimum number of hours of 40 teaching units is required.