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1Najaryan L., 2Kemelova G., MD, PhD, Associate Professor, 3Dosmagambetova R., Professor 1 CME, 2Head of CME, 3Principal, Karaganda State Medical University, Karaganda, Kazakhstan
Nowadays, it becomes increasingly difficult to interest the health professionals to be a teacher of medical school. The main problems of medical education are the lack of
specific teacher training in pedagogics and involving a large number of young teachers, the lack of motivations to develop and improve innovations in education.
Professionalism of medical school teachers is defined as an integration of the mental and personal changes happening in the course of mastering the specialty and a
long term teaching which provide a higher quality, more efficient level of the complex professional challenges solution. Theory and practice of teacher competence evaluation
showed a variety of approaches and concepts of evaluation activities. Health system requires future specialists to achieve competencies that should enable them preparedness
to practice. The development of these competencies should be the one of the main goals in education.
•young teachers with experience of less than 5 years
• teachers with experience of more than 5 years
•experts in medical education
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II
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E-mail: [email protected], [email protected]
The quantitative study used purposeful sampling by inviting 60 young teachers of
different departments.
The trainees were asked to answer Questionnaire “The 12 roles of the teacher”
(R.Harden) to training and after it.
Each trainee than took part in Reflection-based program. The CPD program was based
on the 6 core competences of Teacher and comprised independent learning modules
including 324 hours in total.
Every module was aimed at the development of all 12 medical teacher roles. Each
module had its own assessment system and a test. The duration of the program is 2
months. Than every trainee wrote reflective essay.
A one year monitoring helped to assess the trainee’s performance in each of the 12 roles.
0
1
2
3
4
5
Importance tomedical school
Current personalcommitment
Preffered personalcommitment
4.63.8
4.34.6 4.2 4.6
Teacher in class
00.5
11.5
22.5
33.5
44.5
Importance tomedical school
Current personalcommitment
Preferred personalcommitment
3.62.3
3.73.9
3.1
4.1
Lecturer in the classroom
0
1
2
3
4
5
Importance tomedical school
Current personalcommitment
Preferred personalcommitment
3.83.3 4
4.3 4.1 4.4
On-the-job model
0
1
2
3
4
5
Importance tomedical school
Current personalcommitment
Preferred personalcommitment
3.73 3.6
4.4 4.2 4.5
Learning facilitator
0
1
2
3
4
5
Importance to medicalschool
Current personalcommitment
Preferred personalcommitment
3.93.4
3.7
4.44.2
4.6
Planning or participanting in student's examination
Importance tomedical school
Current personalcommitment
Preferred personalcommitment
3.62.7 3.5
4.2
3.5
4.2
Curriculum planer
0
1
2
3
4
5
Importance tomedical school
Current personalcommitment
Preferred personalcommitment
3.93.2
3.7
4.4 44.4
Production of study guides for students
Before training After training
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Importance tomedical school
Current personalcommitment
Preferred personalcommitment
3.1 2.2
3.4
43.3
4.2
Developing learning resource materials
It’s the most important role for young teachers and they don’t change their
attitude after training. Teachers pointed importance as high (4.6) , but see the
perspective for their commitment lower (4.3). It means that teachers’ self-
assessment of their pedagogical skills and experience less important for this
role
The importance of this role pointed as 3.6, but after training teachers marked this role like as less important in teaching. Nevertheless, they see perspectives for their commitment as 4.1
after training because young teachers have no academic degree and this role requires more teaching experience, knowledge, and specific
training to be qualified in this role.
According to the results of the study the following conclusions were made :
1. Everyday feedback helps and motivates young teachers to do their work more effectively, as well
as to develop their skills and identify perspectives in teaching
2. Young teachers should be trained on the Reflection-based program before they start their
teaching commitment and be monitored during all teaching practice
3. Young teachers should be supported by expert teachers to make young members of faculty
interested in the 12 roles of teacher
We continue the research of the Program effectiveness to the long-term outcomes. Our present
subject are teachers with experience of more than 5 years.
Role model
On-the-job model role is indicated as 4.4 for preferred commitment after
training. It means that CPD program showed importance of role and training
which help teachers to see their future responsibilities and the necessity of role
in educational process.
Modules of CPD
program
Communication
skills
IT
Teachers gained essential skills of production of resource materials for students. After training that is
shown on diagram as 4.4 for preferred personal commitment.
This role was less important for young teachers prior to training and pointed
3.1. After training it grew to 4.0. Perspectives in developing this role
was marked 4.2.
Now 15 (25%) young teachers develop their own learning resource
materials for students.
All teachers see their
perspectives as 4.6 in
this role and It becomes
the most important role
after training.
20 (33.3 %) teachers
trained on further
seminars and involved in
Project as assessors for
students.
This role was improved from 3.1 to 4.0
after training and teachers assessed
their preferred personal commitment
as 4.4. and 4 (6.6 %)teachers
demonstrated their skills in this role
after training as PBL tutors and were
involved in Tempus Project.
Current personal commitment was pointed low (2.7) prior to
training, because young teachers didn’t have enough experience
for this role. After training it improved to 3.5. The young teachers
can be only members of work team developing curriculum and
they have less responsibilities than the others. So, this role
requires improvement of skills on the workplace in future.
