Romeike B, Schnabel K
Universitätsmedizin Rostock, Ernst-Heydemann-Straße 8, 18057, Rostock, Deutschland.
Institut für Medizinische Lehre (IML), Abteilung für Unterricht und Medien, Universität Bern, Konsumstraße 13, 3010, Bern, Schweiz.
Pathologe. 2019 Mar;40(2):169-171. doi: 10.1007/s00292-018-0557-0.
Pathologists are lifelong teachers. However, specialist training contains hardly any didactic learning objectives. Here, the competency-based learning objectives that a pathology didactics curriculum could include were examined.
Learning objectives were determined through expert discussions and literature research. Four teaching units were designed: A) Interactive small-group seminars; B) The timely application of what has been learned under supervision; C) A longitudinal component by providing digital resources; D) Workshops and seminars by third-party providers.
Initially, 11 small group seminars were designed: 1. + 2. General and special presentation techniques, 3. Public speaking, 4. Activation of audience, 5. Macro- and microphotography, image processing and graphic design, 6. Pathology teaching concept, 7. Standardized case conferences, 8. Standards for teaching events, 9. Standardized evaluation, 10. Research of pathology education, 11. Digitalization of teaching and pathology. Pilot seminars were appreciated and positively evaluated.
For the first time, competence-based didactic learning objectives were identified for pathology. The pathology didactics curriculum (PaDiCu) could be disseminated with little effort.
病理学家是终身教师。然而，专业培训几乎不包含任何教学学习目标。在此，研究了病理学教学课程可能包含的基于能力的学习目标。
通过专家讨论和文献研究确定学习目标。设计了四个教学单元：A）互动式小组研讨会；B）在监督下及时应用所学知识；C）通过提供数字资源形成纵向组成部分；D）由第三方提供商举办的工作坊和研讨会。
最初设计了11个小组研讨会：1. + 2. 一般和特殊展示技巧，3. 公众演讲，4. 激发听众兴趣，5. 宏观和微观摄影、图像处理及平面设计，6. 病理学教学理念，7. 标准化病例讨论会，8. 教学活动标准，9. 标准化评估，10. 病理学教育研究
