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