Transcript Training Program in medical pedagogy

Training Program in medical pedagogy
Implementation of a pedagogic structure in a medical faculty
Professeur Jacques BARRIER
Département Pédagogie de la Faculté de Médecine de Nantes (France)
Président du Conseil Pédagogique de la CIDMEF
(Francophon International Conference of Deans and Medical Faculties)
[email protected]
International problems for medical faculties
• Exponential progress of medical knowledge
• Insatisfied students about their curriculum
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• Teachers are hired for their clinical and research skills more
than pedagogical competencies
• Quality required (institutions, students, patients) .
Socioeconomic pressures
Outcome-based movement
Qualité de la formation: se centrer sur les résultats
Qver the EBM…. The EBME
• Evidence based medical education (S Petersen BMJ 1999; 318:
1223)
• Outcome-based medical education (Harden 1998)
(competency-based approach)
Training Program in medical pedagogy: goals?
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Changing traditional attitudes (transmitting to students specific
knowledge): more emphasis on the student who learns than the teacher
who teaches.
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Competency-based approach. Students need to acquire medical
competencies more than declarative knowledge.
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It is necessary for teachers to understand the scientific learning process
(cognitive psychology) as well the efficient teaching procedures.
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The teachers have to apply the newly acquired pedagogical knowledge and
skills to their daily teaching activities
Chamarande Experts group
CIDMEF consensus (1996)
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A appropriate pedagogic training is necessary for teaching in medical
universities (professionalism)
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Obligatory or optionnal formation are still debated for some people; but the
necessity of a minimal pedagogic competence seems obvious
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Medical pedagogy is a new discipline (specificity of medical training /
necessity of professionnal competence) - ie expertise and research .
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So that, the group has defined 3 level of pedagogical competencies
The consensus of french speaking experts
(Europe, Africa, North America)
- 3 levels of pedagogical competency
- Format and content of formation for each level
NB: strategy of implementation?
Pedagogical competencies required
Level 1
• Niveau 1: compétence pédagogique minimale exigible: obligatoire
pour tout futur enseignant ou fonction transitoire(assistant)
• Level 1: minimal basic program for future teacher or transitory
function (assistant)
Contenu d’une formation pédagogique niveau 1
Content of the level 1 formation
(2 or 3 days seminar)
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Psychologie de l’apprentissage: comment l’étudiant apprend. Conséquences pour
l’enseignant
Teaching-learning process: psychological aspects and consequencies for
teacher
Principes de planification d’un module de formation: spirale de l’éducation, approche
par compétence; environnement de l’apprentissage
Principles of planification: spiral of education, competency approach and
learning environment
Réaliser un système d’évaluation des étudiants (ateliers sur des outils d’évaluation
des étudiants).
Planing of student evaluation (workshop on student examination tools)
Educational needs
Learning objectives
Evaluation
Spiral of education
Instructional methods
Reflexion
about
student and
program
evaluation
Pedagogical competencies required
level 2
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Niveau 2: compétence pédagogique des professeurs titulaires:
recommandé ++ ou obligatoire.
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Level 2: Basic training program for future permanent teachers (highly
recommanded or obligatory).
(+ continuing program for professors)
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Format d’une formation pédagogique niveau 2
Design of the level 2 formation
(1-year program)
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Niveau 2: Diplôme interuniversitaire de pédagogie ou master; formation sur
une année (programme de 100 H) sans rupture avec les soins et la
recherche; évaluation par la soutenance d’un mémoire /article sur un projet
personnel d’enseignement
• Level 2: Universitary diploma or master. One year program
(about 100H) so that the teachers are able to continue clinical
and research activities
• Evaluation: personal pedagogical production with publication,
public submission / jury .
Contenu d’une formation pédagogique niveau 2
Content of the level 2 formation
(1-year program)
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Topics covered:
• 1- Teaching-learning process: psychological aspects and
consequencies for teacher
• 2- Needs and objectives
• 2- Instructional methods
• 3- Evaluation (of student and program)
Educational needs
Learning objectives
Evaluation
Instructional methods
Reflexion
about
student and
program
evaluation
Content of the level 2 formation:
Needs and objectives
• Assessment of educational needs
• Establishment of objectives (competency-based
approach)
Content of the level 2 formation
Instructional methods
• Instructional methods
• by workshops (understanding, analysis and application)
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Selection of methods (how?):
Small-group discussion
Self-instructional modules
Teaching in amphitheaters
Problem-based learning
Clinical supervision (clinical reasoning skills)
Teaching in the laboratory
Content of the level 2 formation
Evaluation
Very important … « evaluation drives curriculum »
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A/ Student evaluation
Principles of student evaluation (Why?, who? When?)
Tools for testing knowledge (how?)
Tools for measurement of psychomotor skills and attitudes
• B/ Program evaluation
Level 3 : Competencies required, format and content
• Level 3: pedagogical expertise
• Developping expertise in a specific field of pedagogy (for
example, pedagogical formation, student evaluation,
multimedia)
• Training in a pedagogic research center/ multimedia center for
several months with personal research project
Training program in pedagogy for medical teachers
2 strategic paths
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Workshops or educational conferences but no obligatory and
without systematic instruction
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Obligatory systematic instruction by an office of educational
development of the medical Faculty (or University?)
Office of Educational Development (OED)
Le « bureau de pédagogie »
• An office inside the medical faculty (or health
university) is preferred, because basic educational
topics must be adapted to medical teaching.
Missions /functions (information, animation,
formation, innovation, research)
Organization and financial aspects (association
to CME development?)
Structuration
of a Faculty
des facultés
Structuration of a Faculty
3 levels of organization
Organization chart
1- Executive / decision
3-Administration
2- Provider/
operating
services
(OED, CME,
Multimedia
Conclusion
• With their teaching, research and clinical duties, medical
teachers have relatively little time to devote to personal
development in pedagogy
• The comprehensive program in pedagogy must be
structured , practical and adapted to their needs
and activities in medical education
What is quality culture?
…23…
Changing at universities in Europe (2)
Trends 2010
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…24…
Process or results? Clinicians are understanding…
Musée Alexandre Graham Bell, Nouvelle-Ecosse, Canada
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