Hasske Eva, Beil Michael, Keller Katrin
Waldbreitbacher Ärzteakademie, Marienhaus Holding GmbH, Waldbreitbach, Germany.
Waldbreitbacher Ärzteakademie, Stabsstelle Unternehmens- und Organisationsentwicklung, Marienhaus Holding GmbH, Waldbreitbach, Germany.
GMS J Med Educ. 2017 Oct 16;34(4):Doc41. doi: 10.3205/zma001118. eCollection 2017.
The aim of the Medical Academy Waldbreitbach is to connect individual and organisational requirements in order to promote an appropriate and multi-locational development of medical competency in the face of the continuously evolving challenges of clinical practice. Integral processes in this are the reduction of organisational learning barriers and the successive integration of competency-oriented learning events in the structures of personnel and organisational development. The modular system for the further development of doctors' skills serves here as a supplementary and recommendation system for both existing curricula and those defined by regulatory organisations and professional associations. The Medical Academy's modular system has a two-dimensional structure. In addition to the axis of biography orientation, the model orients itself around issues relating to the needs of a doctor in any individual professional position, as well as with whom he comes into contact and where his primary challenges lie. In order to achieve better integration in day-to-day routine and a needs-specific orientation of content, the modular system provides a combination of "one, two or three day and two- three- or four-hour training units" depending upon the topic. The transfer of experiential knowledge with the aid of practical exercises is a central element of the didactic model. Through the combined use of summative and formative assessment, the significance of a dialogue-orientated approach in both planning and in the organisational process was highlighted. In feedback discussions and quantitative evaluation sheets, participants identified in particular cross-generational knowledge sharing as a central element for the development of personal values alongside the interdisciplinary transfer of knowledge. The combination of specialist and interdisciplinary topics, for example on team processes or communication, is frequently emphasised, indicating that this had been taught insufficiently and impractically during medical school. Longitudinal evaluations of continuous course units support this, so that the reinforcement of informal learning processes through feedback and exchange of experience is established as an effective and integral learning pattern within the modular system. The of the modular system of the Medical Academy Waldbreitbach - as an institution of the Marienhaus Hospitals Ltd. - is to develop the knowledge, ability and motivation of doctors both individually and professionally. Here, an equally high demand is placed upon the advancement of individual dispositions, attitudes and values, as well as on specialised topics, in order to promote/develop solutions-based and overall medical activity.
瓦尔德布赖特巴赫医学院的目标是将个人需求与组织需求相结合，以便在面对临床实践不断演变的挑战时，促进医学能力的适当且多地点发展。其中不可或缺的过程包括减少组织学习障碍，以及将以能力为导向的学习活动逐步融入人员和组织发展结构中。医生技能进阶的模块化系统在此作为现有课程以及监管组织和专业协会所定义课程的补充和推荐系统。医学院的模块化系统具有二维结构。除了以履历为导向的轴之外，该模式还围绕与处于任何个人专业职位的医生的需求相关的问题展开，以及他与谁接触以及其主要挑战所在。为了在日常工作中实现更好的整合以及内容的需求导向，模块化系统根据主题提供“一天、两天或三天以及两小时、三小时或四小时培训单元”的组合。借助实践练习来传授经验知识是教学模式的核心要素。通过总结性评估和形成性评估的结合使用，突出了以对话为导向的方法在规划和组织过程中的重要性。在反馈讨论和定量评估表中，参与者特别指出跨代知识共享是个人价值观发展的核心要素，同时也是知识的跨学科传递。经常强调将专业主题与跨学科主题相结合，例如团队流程或沟通方面的主题，这表明在医学院期间对此类主题的教学不够充分且不实用。对连续课程单元的纵向评估证实了这一点，因此通过反馈和经验交流来加强非正式学习过程被确立为模块化系统内一种有效且不可或缺的学习模式。作为玛丽安豪斯医院有限公司旗下机构的瓦尔德布赖特巴赫医学院模块化系统的目的，是在个人和专业层面培养医生的知识、能力和动力。在此，对个人性格、态度和价值观的提升以及专业主题都提出了同样高的要求，以促进基于解决方案的整体医疗活动。
