For each of 12 NKLM-defined scientific topics, students could indicate which curricular format they would prefer.
With n = 3,028, almost any subgroup difference reaches statistical significance — so we filtered by effect size and association strength.
Three topics show majority demand for mandatory teaching across the entire nationwide sample.
Most-demanded topic for mandatory inclusion. Aligned with DFG guidelines on responsible conduct.
Methodological foundation for evidence-based clinical practice and critical reading of trials.
Translation of scientific findings into clinical encounters — a key competence for shared decision-making.
Multi-select responses (n = 3,028). Sorted by mandatory preference.
Students do not want monolithic compulsion — they want differentiated format-topic mapping.
Final-year students recognise, retrospectively, what they would have needed earlier.
Topics with |Δ| ≥ 10 pp from preclinical to final phase, all with Cramér's V ≥ 0.10.
The clear curricular implication: move these topics earlier — before they are experienced as deficits during the doctoral phase.
The demand for mandatory scientific education is consensus-driven, not segment-specific.
The visual confirmation: future research, hospital, practice, and GP-aspiring physicians want essentially the same curriculum.
The single most-preferred format per topic, in descending order of mandatory demand.
| Topic | Most preferred format | % selecting |
|---|
GWP, Study Design, and Patient Communication: consistent majority demand across all subgroups.
For methodological core topics, demand rises 15–20 pp across academic years.
Career aspiration and promotion status do not produce relevant differences in curricular preferences.
The student body wants format differentiation, and the demand is robust across the entire population.