Giesler Marianne, Karsten Gudrun, Ochsendorf Falk, Breckwoldt Jan
Albert-Ludwigs-Universität Freiburg, Med. Fakultät, Studiendekanat, Kompetenzzentrum Evaluation in der Medizin Baden-Württemberg, Freiburg, Germany.
Christian-Albrechts-Universität zu Kiel, Medizinische Fakultät, Dekanat, KiMed Zentrum für Medizindidaktik, Kiel, Germany.
GMS J Med Educ. 2017 Oct 16;34(4):Doc46. doi: 10.3205/zma001123. eCollection 2017.
There is general consensus that the organizational and administrative aspects of academic study programs exert an important influence on teaching and learning. Despite this, no comprehensive framework currently exists to describe the conditions that affect the quality of teaching and learning in medical education. The aim of this paper is to systematically and comprehensively identify these factors to offer academic administrators and decision makers interested in improving teaching a theory-based and, to an extent, empirically founded framework on the basis of which improvements in teaching quality can be identified and implemented. Primarily, the issue was addressed by combining a theory-driven deductive approach with an experience based, "best evidence" one during the course of two workshops held by the GMA Committee on Personnel and Organizational Development in Academic Teaching (POiL) in Munich (2013) and Frankfurt (2014). Two models describing the conditions relevant to teaching and learning (Euler/Hahn and Rindermann) were critically appraised and synthesized into a new third model. Practical examples of teaching strategies that promote or hinder learning were compiled and added to the categories of this model and, to the extent possible, supported with empirical evidence. Based on this, a checklist with recommendations for optimizing general academic conditions was formulated. The covers six categories: and These categories have been supplemented by the interests, motives and abilities of the actual teachers and students in this particular setting. The categories of this model provide the structure for a checklist in which recommendations for optimizing teaching are given. The checklist derived from the Frankfurt Model for ensuring quality in teaching and learning can be used for quality assurance and to improve the conditions under which teaching and learning take place in medical schools.
人们普遍认为，学术学习项目的组织和管理方面对教学有着重要影响。尽管如此，目前还没有一个全面的框架来描述影响医学教育教学质量的条件。本文的目的是系统、全面地识别这些因素，为有兴趣改进教学的学术管理人员和决策者提供一个基于理论且在一定程度上有实证依据的框架，据此可以识别和实施教学质量的改进措施。首先，在慕尼黑（2013年）和法兰克福（2014年）由GMA学术教学人员与组织发展委员会（POiL）举办的两次研讨会过程中，通过将理论驱动的演绎方法与基于经验的“最佳证据”方法相结合来解决这个问题。对描述与教学相关条件的两个模型（欧拉/哈恩模型和林德曼模型）进行了批判性评估，并综合成一个新的第三个模型。收集了促进或阻碍学习的教学策略的实际例子，并添加到该模型的类别中，并尽可能提供实证证据支持。在此基础上，制定了一份优化一般学术条件的建议清单。该清单涵盖六个类别：[此处原文缺失六个类别的具体内容] 这些类别还补充了在这种特定环境下实际教师和学生的兴趣、动机和能力。该模型的类别为一份清单提供了结构，其中给出了优化教学的建议。源自法兰克福模型的确保教学质量的清单可用于质量保证，并改善医学院校教学和学习的条件。
