{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,3]],"date-time":"2026-09-03T14:13:44Z","timestamp":1788444824647,"version":"build-2803163510"},"reference-count":55,"publisher":"BMJ","issue":"7","license":[{"start":{"date-parts":[[2026,7,14]],"date-time":"2026-07-14T00:00:00Z","timestamp":1783987200000},"content-version":"unspecified","delay-in-days":13,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":["bmj.com"],"crossmark-restriction":true},"short-container-title":["BMJ Open"],"accepted":{"date-parts":[[2026,6,30]]},"published-print":{"date-parts":[[2026,7]]},"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Performance-based resource allocation (PBRA) programmes have been increasingly adopted by medical schools as a strategic mechanism to optimise funding distribution, align resources with institutional priorities\u2014particularly the delivery of high-quality education\u2014and improve educational outcomes. In an era of budgetary constraints and growing demands for transparency and accountability in higher education, PBRA programmes offer means to enhance efficiency, incentivise quality and strengthen educational performance. Despite their widespread implementation, significant knowledge gaps remain. Specifically, there is limited evidence regarding: objectives of PBRA programmes (RQ1), structural design and key components (RQ2, RQ3), effectiveness in achieving intended outcomes (RQ4), implementation challenges and enabling factors (RQ5)<\/jats:p>\n                    <jats:p>This study aims to address these gaps through a comprehensive evaluation of PBRA programmes in medical schools across Switzerland and Germany, drawing insights from key stakeholders. The overarching research question guiding this work is: What are the key elements of successful PBRA programmes in Central European medical schools?<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods and analysis<\/jats:title>\n                    <jats:p>We will conduct a qualitative cross-sectional study using semistructured interviews with PBRA programme managers or experts from medical schools in Germany that already have PBRA in place and Switzerland, where the existence of PBRA programmes is currently unknown. Interviews will be held online (eg, Microsoft Teams), audio-recorded and transcribed intelligent verbatim for thematic analysis. A previously piloted and validated interview guide will be used. Data will be analysed thematically following Kuckartz\u2019s methodology, combining inductive and deductive coding, supported by NVivo (V.15). Themes will be identified, discussed and refined as a team, possibly using frameworks such as the Consolidated Framework for Implementation Research and the Joint Committee on Standards for Educational Evaluation standards, to ensure alignment with established theoretical models. Results will be reported according to the Consolidated criteria for Reporting Qualitative research.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Ethics and dissemination<\/jats:title>\n                    <jats:p>The study complies with the Swiss Ethical Review Act, which exempts non-sensitive qualitative research from formal approval (REQ: 2024-01001). Following study commencement and before completion of data collection, the study was registered on the Open Science Framework DOI: 10.17605\/OSF.IO\/QBDF2). Results will be published in a peer-reviewed journal, presented at conferences and shared with participating medical schools to foster collaboration and innovation in resource allocation.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1136\/bmjopen-2026-116877","type":"journal-article","created":{"date-parts":[[2026,7,15]],"date-time":"2026-07-15T17:05:51Z","timestamp":1784135151000},"page":"e116877","update-policy":"https:\/\/doi.org\/10.1136\/crossmarkpolicy","source":"Crossref","is-referenced-by-count":0,"title":["Architecture, implementation and acceptance of performance-based resource allocation for medical education: an interview study protocol addressing medical schools in Germany and Switzerland"],"prefix":"10.1136","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0009-0002-1854-6477","authenticated-orcid":false,"given":"Marc","family":"Ninck","sequence":"first","affiliation":[{"name":"Direktion Lehre und Forschung, Universit\u00e4t Bern, Bern, Switzerland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0008-5832-4215","authenticated-orcid":false,"given":"Yara","family":"Banz","sequence":"additional","affiliation":[{"name":"Direktion Lehre und Forschung, Universit\u00e4t Bern, Bern, Switzerland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9932-1872","authenticated-orcid":false,"given":"Sissel","family":"Guttormsen","sequence":"additional","affiliation":[{"name":"Institut f\u00fcr medizinische Lehre, Universit\u00e4t Bern, Bern, Switzerland"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"239","published-online":{"date-parts":[[2026,7,15]]},"reference":[{"key":"2026090306252685000_16.7.e116877.1","doi-asserted-by":"crossref","DOI":"10.1186\/s12909-017-1000-6","article-title":"Facilitators of high-quality teaching in medical school: findings from a nation-wide survey among clinical teachers","volume":"17","author":"Schiekirka-Schwake","year":"2017","journal-title":"BMC Med Educ"},{"key":"2026090306252685000_16.7.e116877.2","doi-asserted-by":"publisher","DOI":"10.1017\/S026646230505049X"},{"key":"2026090306252685000_16.7.e116877.3","doi-asserted-by":"publisher","DOI":"10.1001\/jama.298.9.993"},{"key":"2026090306252685000_16.7.e116877.4","doi-asserted-by":"crossref","first-page":"259","DOI":"10.1186\/s12909-024-05186-8","article-title":"Professional values at the beginning of medical school: a quasi-experimental study","volume":"24","author":"Vilagra","year":"2024","journal-title":"BMC Med Educ"},{"key":"2026090306252685000_16.7.e116877.5","doi-asserted-by":"crossref","DOI":"10.1136\/bmjopen-2023-077282","article-title":"Taxonomy of teaching methods and their use in health professions education: a scoping review protocol","volume":"14","author":"Mitchell","year":"2024","journal-title":"BMJ Open"},{"key":"2026090306252685000_16.7.e116877.6","unstructured":"The future of medical education in Canada (FMEC): a collective vision for MD education."},{"key":"2026090306252685000_16.7.e116877.7","doi-asserted-by":"crossref","first-page":"1913","DOI":"10.1097\/ACM.0000000000003406","article-title":"Shaping a Culture for Continuous Quality Improvement in Undergraduate Medical Education","volume":"95","author":"Bendermacher","year":"2020","journal-title":"Academic Medicine"},{"key":"2026090306252685000_16.7.e116877.8","doi-asserted-by":"crossref","DOI":"10.1186\/s12909-024-05218-3","article-title":"Swiss medical schools\u2019 experiences with online teaching during the COVID-19 pandemic in light of international experiences","volume":"24","author":"Gogollari","year":"2024","journal-title":"BMC Med Educ"},{"key":"2026090306252685000_16.7.e116877.9","article-title":"Herausforderungen Lehrender in der Medizin: Ergebnisse einer Umfrage unter Mitgliedern der Gesellschaft f\u00fcr Medizinische Ausbildung","volume":"30","author":"Huwendiek","year":"2013","journal-title":"GMS Z F\u00fcr Med Ausbild"},{"key":"2026090306252685000_16.7.e116877.10","doi-asserted-by":"crossref","first-page":"343","DOI":"10.1097\/00001888-199604000-00008","article-title":"Time to return medical schools to their primary purpose","volume":"71","author":"Abrahamson","year":"1996","journal-title":"Academic Medicine"},{"key":"2026090306252685000_16.7.e116877.11","first-page":"121","article-title":"Welche Effekte hat die leistungsorientierte Mittelvergabe? 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