Švab Igor, Allen Justin, Žebiene Egle, Petek Šter Marija, Windak Adam
a Department of Family Medicine , Medical Faculty, University of Ljubljana , Ljubljana , Slovenia ;
b EURACT, European Academy of Teachers in General Practice/Family Medicine ;
Eur J Gen Pract. 2016;22(1):58-63. doi: 10.3109/13814788.2015.1118456. Epub 2016 Jan 22.
Family medicine teachers require specific educational skills. A framework for their professional development is essential for future development of the discipline in Europe. EURACT developed a framework on educational expertise, and subsequently applied it in a curriculum of teaching-skills courses of various levels. The aim of this article is to describe the development of the teaching framework, and of an international three-level course programme for 'teaching-the-teachers'. Furthermore, we describe our experiences and lessons learned, in particular with regard to the level-three programme for proficient teachers, which was new. We conclude that it is possible to develop a theoretical framework of family medicine teaching expertise and to apply it in an international high-level educational programme for future experts in family medicine education. Research evidence of the usefulness of this approach is needed, and the threats for its further development into a sustainable activity are its high teacher/student ratio associated with relatively high costs and difficulties in recruiting suitable participants.
家庭医学教师需要特定的教育技能。其专业发展框架对于欧洲该学科的未来发展至关重要。欧洲继续医学教育认证委员会（EURACT）制定了一个教育专业知识框架，随后将其应用于各级教学技能课程的课程设置中。本文旨在描述教学框架以及面向“教师培训”的国际三级课程计划的制定过程。此外，我们还描述了我们的经验和教训，特别是关于面向熟练教师的三级课程计划，该计划是新的。我们得出的结论是，有可能制定家庭医学教学专业知识的理论框架，并将其应用于面向未来家庭医学教育专家的国际高级教育计划中。需要研究证据来证明这种方法的有效性，而将其进一步发展成为一项可持续活动面临的威胁是师生比例高，这与相对较高的成本以及招募合适参与者的困难有关。
