Freytag Julia, Hölzer Henrike, Sonntag Ulrike
Charité - Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Berlin, Germany.
Medizinische Hochschule Brandenburg, Neuruppin, Germany.
GMS J Med Educ. 2017 Oct 16;34(4):Doc45. doi: 10.3205/zma001122. eCollection 2017.
Nowadays, faculty development programs to improve teaching quality are considered to be very important by medical educators from all over the world. However, the assessment of the impact of such programs rarely exceeds tests of participants' knowledge gain or self-assessments of their teaching behavior. It remains unclear what exactly is expected of the attending faculty and how the transfer to practice may be measured more comprehensively and accurately. This study evaluates how specific teaching standards were applied after a workshop (10 teaching units) focusing on teaching communication skills with simulated patients. Trained observers used a validated checklist to observe 60 teaching sessions (held by 60 different teachers) of a communication skills course integrating simulated patients. Additionally, we assessed the amount of time that had passed since their participation in the workshop and asked them to rate the importance of communication and social skills in medical education. The observations showed that more than two thirds of teaching standards were met by at least 75% of teachers. Fulfillment of standards was significantly connected to teachers' rating of the importance of communication and social skills ( =-.21, =.03). In addition, the results suggest a slight decrease in the amount of fulfilled standards over time (=-.14, =.15). Teachers' adherence to basic teaching standards was already satisfying after a one-day workshop. More complex issues need to be re-addressed in further faculty development courses with a special focus on teachers' attitude towards teaching. In future, continuing evaluations of the transfer of knowledge and skills from faculty development courses into practice, preferably including pre-tests or control groups, are needed.
如今，提高教学质量的教师发展项目被世界各地的医学教育工作者视为非常重要。然而，对此类项目影响的评估很少超出对参与者知识收获的测试或对其教学行为的自我评估。目前尚不清楚对参与教师的确切期望是什么，以及如何更全面、准确地衡量向实践的转化。本研究评估了在一个专注于与模拟患者进行教学沟通技巧的工作坊（10个教学单元）之后，特定教学标准是如何应用的。经过培训的观察员使用经过验证的清单来观察一门整合模拟患者的沟通技巧课程的60次教学课程（由60位不同的教师授课）。此外，我们评估了自他们参加工作坊以来经过的时间，并要求他们对沟通和社交技能在医学教育中的重要性进行评分。观察结果表明，至少75%的教师达到了超过三分之二的教学标准。标准的达成与教师对沟通和社交技能重要性的评分显著相关（=-0.21，=0.03）。此外，结果表明随着时间的推移，达成标准的数量略有下降（=-0.14，=0.15）。经过一天的工作坊，教师对基本教学标准的遵守情况已经令人满意。在进一步的教师发展课程中，需要重新关注更复杂的问题，特别关注教师对教学的态度。未来，需要对教师发展课程中知识和技能向实践的转化进行持续评估，最好包括预测试或对照组。
