rome tor vergata university italy
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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 - PowerPoint PPT PresentationTRANSCRIPT
Working Group 2: Development of teaching staff training Working Group 2: Development of teaching staff training curriculum compatible with European standardscurriculum compatible with European standards
ROME TOR VERGATA UNIVERSITYROME TOR VERGATA UNIVERSITYITALYITALY
Prof. Stefano Elia, Department of Surgery, Italy Tempus Prof. Stefano Elia, Department of Surgery, Italy Tempus CoordinatorCoordinator
Prof. Claudio Cortese, Department of Internal MedicineProf. Claudio Cortese, Department of Internal MedicineProf. Angela Spinelli, Department of Literature and PhylosophyProf. Angela Spinelli, Department of Literature and Phylosophy
Prof. A. Volterrani, Department of Sociology Prof. A. Volterrani, Department of Sociology
Project TEMPUS IV 159328 – 1 – 2009 – FR – TEMPUS - SMHESLife Long Learning Framework for Medical Teaching Staff
Part 1
Present context in Italy
Italian System of Education
High School
Bachelor Degree3 years
Master of Science2 years PhD programs
One-cycle courses (5 or 6 years)Architecture/Law/Medicine
Italian University System
First Reform: 1999 Law n.509
AUTONOMY
Teaching
By-laws and rules
Financial
Organizational
TEACHING AUTONOMY
1. 1st cycle: Degree Courses(goal: to ensure appropriate empowerment of
general scientific methods and contents and acquisition of specific professional knowledge)
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
International and experimental trials
Introduction of humanities in the medical professional repertoire
Attention to pedagogic role of medical profession
Critical issues
Research methodology and quantitative evaluation
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 doctors2. Educational pedagogic update >> only for those
physicians who play an educational role
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) .
undergraduate (to include into core curriculum)
postgraduate
Pedagogics and medicineEpistemological 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
Education
Last goals of education. It elaborates on the values included and pursued by educational action.
Educational goals
Means and strategies to be used to achieve educational objectives
Docimology: it assesses if , how and how much the established objectives have been achieved.
Therefore the educational process is made of three dimensions on which to work:
Planning >> pedagogics
Implementing >> education
Evaluating >> docimology
Core curriculum
Teaching function
Educational
management
Pedagogics and Education in Medical School 2
Core curriculum
Undergraduate
Implementation of clinical activity
Implementation of humanities: phylosophy, sociology, history of medicine, psychology
Postgraduate for medical doctors/teachers
Pedagogics (education – educational technology)
Docimology (experimental pedagogics)
They include psycho-antropological, ethical, epistemological aspects
Dimension a: project
Dimension b: implementation
Dimension c: evaluation
Pedagogics and Education in Medical School 3
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 ?
How research models and methodological presumptions are applied?
Which competences for continuous updating ?
Clinical
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 macro-planning 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 3Qualification 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
ImplementingDevelopment Evaluation
Management competences Communication competencesRelational 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 e-learning and teleconference or online working/study groups)
Communication: content and exposition
Site of power exerting on a single individual concerning the management of knowledge
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
Planning competences
Lab and tutorial activity
Metareflexive competences Managing competences Evaluation competences
Definition of methodoloigcal premises
Research methodology
Logic of discovery
Tutoring Scaffolding Planning of
significant working setting
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 - AntropologyM-DEA/01 – Demoetnoantropologic sciencesM-PED/03 - Didactic and pedagogicsM-PSI/05 – Social PsychologyMED/02 – History of medicineSPS/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 DeontologyKnowledge ad powerEuristics
4
Didactics: 14 h + 18 h
Planning Courses - Modules – Didactic UnitsLearning goals (knowledge and competences)
4
Evaluation Quantitative and qualitative evaluation ex ante/in itinere/ex postStatistic 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 2
Presential practical activity: 18 h