Transcript Diapositiva 1

Project TEMPUS IV 159328 – 1 – 2009 – FR – TEMPUS - SMHES
Life Long Learning Framework for Medical Teaching Staff
Working Group 2: Development of teaching staff training curriculum
compatible with European standards
Prof. Stefano Elia, Department of Surgery, Italy Tempus Coordinator
Prof. Claudio Cortese, Department of Internal Medicine
Prof. Angela Spinelli, Department of Literature and Phylosophy
Prof. A. Volterrani, Department of Sociology
ROME TOR VERGATA UNIVERSITY
ITALY
Part 1
Present context in Italy
Italian System of Education
High School
Bachelor Degree
3 years
Master of Science
2 years
One-cycle courses (5 or 6 years)
Architecture/Law/Medicine
PhD programs
Italian University System
First Reform: 1999 Law n.509
By-laws and rules
AUTONOMY
Financial
Teaching
Organizational
1. 1st cycle: Degree Courses
(goal: to ensure appropriate empowerment of
general scientific methods and contents
and acquisition of specific professional
knowledge)
TEACHING AUTONOMY
2. 2nd cycle: Postgraduate Courses and 1° level
Master (goal: provide an advanced level of
education to perform high quality activity in
a specific environment)
3. 3rd cycle:
a) Postgraduate Courses and 2°nd level Master
(goal: provide knowledge and capability for
functions required by peculiar professional
activities)
b) Ph.D. Courses
(goal: acquisition of a correct research
methodology)
Medical Faculty is an exception in
that it is articulated in a unique cycle
of 6 years
Study Classes (Law 270)
Courses of the same level that share goals and
qualifying educational activities
University Education Credits (Crediti Formativi
Universitari - CFU)
One credit = 25 working hours (comprehensive of
lesson, individual study, lab, verification, etc.).
Medical School
340 CFU divided by 6 years
Teaching and research autonomy
<<art and sciences are free and free is their teaching
»…., meaning that the teacher is independent in
exercising his profession as far as programmes and
methods are concerned>>
Art. 33 of Italian Constitution
Best Evidence Medical Education
Evidence based Medicine plus Evidence based Education
Opportunities
Critical issues
International and experimental trials
Research methodology and
quantitative evaluation
Introduction of humanities in the
medical professional repertoire
Attention to pedagogic role of medical
profession
Exclusively emprical
epistemiological
presuppositions
BEME guidelines for medical education
Structure by problems;
Central role of clinical education;
Investigation of emerging problems, with reference and verifcation
of scientific literature (aiming at searching for evidence proofs);
Evaluation of evidence proofs (accessibility, reliability, relevance,
pertinence);
Analysis of transferability of evidence into an actual clinical case;
Self-evaluation in terms of self-learning of the work being done.
Main reasons for resistance to change
Sluggishness that pushes to defend your own action
Recognition of clinical committments as prioritary compared to
teaching tasks
Non acceptance of education as a science with its principles
Ignoring fundamental elements of the educational process
Poor interest and minor care for educational activities
Complaining for lack of services and support for educational
activities
Part 2
Life-Long Learning Framework for
Medical University Teaching Staff
Life Long Learning
Goals:
1. Professional update >> all medical doctors
2. Educational pedagogic update >> only for those
physicians who play an educational role
undergraduate
(to include into core
curriculum)
postgraduate
Transversal tools:
a. Guidelines;
b. Of scientific literature (and meta-analysis);
c. Network of experts.
Ability to read and correctly and constantly interpret the reviews. Itis
a type of self-learning that has to be taught within the basic
education of the medical doctor in order to build a mental dress
oriented to constant education (and self-education) .
Pedagogics and medicine
Epistemological specificity:
The object of the study is a subject, the human
being, that can never be reduced to an object;
It is not applied in a neutral context but in a world
of values.
Clinical VS Experimental Method
Pedagogics and Education in Medical School 1
Pedagogics
Last goals of education.
It elaborates on the values
included and pursued by
educational action.
Educational goals
Docimology: it assesses if , how and how much the established objectives
have been achieved.
Education
Means and strategies to be
used to achieve educational
objectives
Pedagogics and Education in Medical School 2
Therefore the educational process is made of three
dimensions on which to work:
Core curriculum
Planning >> pedagogics
Implementing >> education
Evaluating >> docimology
Educational
management
Teaching
function
Undergraduate
Implementation of clinical
activity
Core curriculum
Implementation of humanities:
phylosophy, sociology, history of
medicine, psychology
Postgraduate for medical doctors/teachers
Pedagogics (education – educational
technology)
Docimology (experimental pedagogics)
Pedagogics and Education in Medical School 3
Dimension a:
project
Dimension b:
implementation
Dimension c:
evaluation
They include psycho-antropological,
ethical, epistemological aspects
Psycho-antropological aspects
Who is the pupil?
Individual educational needs
Medical core curriculum
Professional curriculum
Style, ways and
times of learning
Ethical aspects
Which are the reference values of the learning subject ?
Which criteria he has to use in decisional processes that
involve ethical aspects ?
Which responsibilities?
 How to harmonize ethics and deontology?
Epistemological aspects
What is the scientific culture of
contemporary medicine ?
Clinical
How research models and
methodological presumptions are
applied?
Which competences for continuous
updating ?
Biomedical
Educational Management
Academic institutions devoted
to education
Administrative, legal, logistic ties
Plays the role of putting into relationship each other
The management acts besides institutions and teachers in macroplanning and cooperates in the evaluation of the entire course.
Some transversal work settings may be:
1) Study curriculum;
2) Courses and lessons such as: “history of medicine”;
3) Contextualize humanities that live within biomedical and clinical
knowledge;
4) Recognize and implement research methodologies;
5) Reconstruct the formation of fudamental concepts for
professional practice such as health/disease”
Part 3
Qualification requirements for medical
university teaching staff developed
(Teaching skills)
Pedagogics
Normative NOT Describing Science
The following hypothesis is a proposal
of competence NOT a picture of the
existing
Lesson
Planning competences
Planning
Micro and macro planning
Management competences
Implementing
Development
Relational competences
Evaluation
Communication competences
Management competences
Frontal lesson (mimics, voice management, space occupation…)
Cooperative didactics (organization of working groups for more
complex goals than simple memorization such as decision making
and problem solving)
Management of groups (for the analysis fof conflicts and ability to
negotiate)
Simulation and role playing (active and participating didactic sto
elicit transformation of knowledge into competence and to create
situations which are similar to professionale ones)
Technique of case-study (decision making and individual problem
solving).
Relational competences


Physical Setting (spaces, times, disposition of participants)
Psychological Setting (space of relation: care is not given to
“removed” psychological aspects but to conditions that may be
necessary to achieve different specific goals.
E.g.: leadership type, definition of roles
Communication competences



Verbal/paraverbal (oral exposition: times, ways,
organization, clearness)
Written (needed to transfer the experience)
Tecnifor didactic communication (e.g. ppt, audiovisuals,
electronic blackboard, videorecorded simulations, up to elearning and teleconference or online working/study
groups)
Communication: content and exposition
Site of power exerting on a single individual concerning the
management of knowledge
Planning competences
Evaluation competences



Times/ways of evaluation (ex ante - in itinere - ex post)
Quantitative Methodologies (test creation)
Qualitative Methodologies (creation and interpretation)
Metareflexive Competences



Observation
Analysis
Euristics
Lab and tutorial activity
Metareflexive competences



Definition of
methodoloigcal
premises
Research
methodology
Logic of
discovery
Managing competences



Tutoring
Scaffolding
Planning of
significant
working
setting
Evaluation competences
Observation:
 Of practical and tehnical
procedures
 Of strong
communications signals
 Of weak communication
signals
 Of communication
abilities
 Of relational ailities
 Of team working
abilities
Didactic evaluation:
1) Teachers’
performance
2) Students’
performance
3) Course performance
The evaluation may be
quantitative (tests,
questionnaires, multiple
choice and filling
answering, standard
interview) and qualitative
(non standard interview,
participated observation,
etnographic method)
Medical didactic goals have to be related to the need for care.
Therefore the overall evaluation of a Medical School/Faculty
has to include the analysis of the relationship between medical
personnel education and long term changes produced as an
answer to individual needs.
How to put this model into practice?
1. Need for an appropriate normative
2. Need for “education for educators”
undergraduate
postgraduate
3. Evaluation system
1. Normative
For undergraduate path
Include into curricula human sciences which are required by Degree
Class (similar and integrating activities)
BIO/08 - Antropology
M-DEA/01 – Demoetnoantropologic sciences
M-PED/03 - Didactic and pedagogics
M-PSI/05 – Social Psychology
MED/02 – History of medicine
SPS/07 – General Sociology
Pedagogic knowledge and humanistic vision widen relational
competences even for those physicians who will not play a teaching
role but will exert an educational role towards patients (e.g.
therapeutic education)
Postgraduate education path for physicians
with a teaching role
A pedagogic-didactic proposal (5 CFU)
Pedagogics and Andragogics : 6 h
Educatonal
relation
Specificity - Empowerment
2
Ehtics and
education
responsibility
Educational Deontology
Knowledge ad power
Euristics
4
Didactics: 14 h + 18 h
Planning
Courses - Modules – Didactic Units
Learning goals (knowledge and competences)
4
Evaluation
Quantitative and qualitative evaluation ex ante/in itinere/ex post
Statistic model and phenomenological model
10
Presential and distance practical activity: 18 h
Didactic technologies: 34 h + 5 h3
Organizing and
managing the
setting
Times - Spaces- Modes - Stuff
4
Communication
Verbal paraverbal – Writing for education - Technologies for presential and distance
computer assisted communication with educational goals
10
Presential and distance practical activity: 20 h
Management of
relation
The educational treaty – Management of learning groups - Animation of groups and
management of conflicts - Cooperative learning – Active and cooperative didactic –
Teaching “inter pares” and learning community – Didactic by poblems Communication
pragmatics
18
Presential and distance practical activity: 20 h
Monitoring and
control
Observation – Reflexion and metareflexion – The features of reflexive professional
Presential practical activity: 18 h
2