Training Program in medical pedagogyImplementation 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)

jacques.barrier@univ-nantes.fr

International problems for medical faculties

• Exponential progress of medical knowledge

• Insatisfied students about their curriculum•

• 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?

• Changing traditional attitudes (transmitting to students specific knowledge): more emphasis on the student who learns than the teacher who teaches.

• Competency-based approach. Students need to acquire medical competencies more than declarative knowledge.

• It is necessary for teachers to understand the scientific learning process (cognitive psychology) as well the efficient teaching procedures.

• The teachers have to apply the newly acquired pedagogical knowledge and skills to their daily teaching activities

Chamarande Experts group

CIDMEF consensus (1996)

• A appropriate pedagogic training is necessary for teaching in medical universities (professionalism)

• Obligatory or optionnal formation are still debated for some people; but the necessity of a minimal pedagogic competence seems obvious

• Medical pedagogy is a new discipline (specificity of medical training / necessity of professionnal competence) - ie expertise and research .

• 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 1Content of the level 1 formation

(2 or 3 days seminar)

• 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

Instructional methods

Reflexion about

student and program

evaluationEvaluatioEvaluationn Spiral of education

Pedagogical competencies requiredlevel 2

• Niveau 2: compétence pédagogique des professeurs titulaires: recommandé ++ ou obligatoire.

• Level 2: Basic training program for future permanent teachers (highly recommanded or obligatory).

• (+ continuing program for professors)

Format d’une formation pédagogique niveau 2

Design of the level 2 formation (1-year program)

• 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 2Content of the level 2 formation

(1-year program)

• 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

Instructional methods

Reflexion about

student and program

evaluationEvaluatioEvaluationn

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)

• 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 »

• 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 teachers2 strategic paths

• Workshops or educational conferences but no obligatory and without systematic instruction

• 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?)

des facultésStructuration of a Faculty

2- Provider/ operating services (OED, CME, Multimedia

1- Executive / decision

Structuration of a Faculty 3 levels of organization

Organization chart

3-Administration

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)

…24…

Trends 2010

55

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25Musée Alexandre Graham Bell, Nouvelle-Ecosse, Canada

Process or results? Clinicians are understanding…