دورية أكاديمية
10 years of didactic training for novices in medical education at Charité
| العنوان: | 10 years of didactic training for novices in medical education at Charité |
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| المؤلفون: | Sonntag, Ulrike, Peters, Harm, Schnabel, Kai P., Breckwoldt, Jan |
| المصدر: | GMS Journal for Medical Education, Vol 34, Iss 4, p Doc39 (2017) |
| بيانات النشر: | German Medical Science GMS Publishing House, 2017. |
| سنة النشر: | 2017 |
| المجموعة: | LCC:Special aspects of education LCC:Medicine |
| مصطلحات موضوعية: | University teacher training, didactics faculty, development qualification, Special aspects of education, LC8-6691, Medicine |
| الوصف: | Introduction: Many medical faculties are introducing faculty development programmes to train their teaching staff with the aim of improving student learning performance. Frequently changing parameters within faculties pose a challenge for the sustainable establishment of such programmes. In this paper, we aim to describe facilitating and hindering parameters using the example of the basic teacher training (BTT) course at the Charité – Universtitätsmedizin Berlin (Charité).Project description: After sporadic pilot attempts for university education training, basic teacher training was finally established at the Charité in 2006 for all new teaching staff. An interdisciplinary taskforce at the office for student affairs designed the programme according to the Kern cycle of curriculum development, while the Charité advanced training academy provided the necessary resources. Within ten years more than 900 faculty members have completed the BTT (9% of current active teaching staff at the Charité). The BTT programme underwent several phases (piloting, evaluation, review, personnel and financial boosting), all of which were marked by changes in the staff and organizational framework. Evaluations by participants were very positive, sustainable effects on teaching could be proven to a limited extent.Discussion: Success factors for the establishment of the programme were the institutional framework set by the faculty directors, the commitment of those involved, the support of research grants and the thoroughly positive evaluation by participants. More challenging were frequent changes in parameters and the allocation of incentive resources for other, format-specific training courses (e.g. PBL) as part of the introduction of the new modular curriculum of the Charité. Conclusion: The sustainment of the programme was enabled through strategic institutional steps taken by the faculty heads. Thanks to the commitment and input by those at a working level as well as management level, the basic teacher training course is today an established part of the faculty development programme at the Charité. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | German English |
| تدمد: | 2366-5017 |
| العلاقة: | http://www.egms.de/static/en/journals/zma/2017-34/zma001116.shtmlTest; https://doaj.org/toc/2366-5017Test |
| DOI: | 10.3205/zma001116 |
| الوصول الحر: | https://doaj.org/article/00a3f05ddc2f497eb85dd373be2f5017Test |
| رقم الانضمام: | edsdoj.00a3f05ddc2f497eb85dd373be2f5017 |
| قاعدة البيانات: | Directory of Open Access Journals |
Full Text Finder | تدمد: | 23665017 |
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| DOI: | 10.3205/zma001116 |