ANATOMY 1 Name of the Department: Department ... - Biomeedikum

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SECTION I: SELF-EVALUATION II. EVALUATION OF TEACHING 6. How is the quality of the teaching in your department evaluated? How are the content and the modes of the teaching changed on the basis of evaluation? Biology 1. A systematic questionnaire-based student evaluation has been carried out at the end or after passing of the course. The form used is prepared by the Deans´ Office and includes questions of the quality of individual teachers, lecturers, practical classes, textbooks etc. Unfortunately, the response were not distributed to teaching staff during last years. 2. Analogical questionnaire-based evaluation has been carried out by the Estonian Medical Students´ Assotiation. Results of these evaluations have been published in the students´ journal “Curare” (http://www.ut.ee/eays/ee.htm). 162 3. The teaching staff have periodically analysed current situation in teaching process. Result of these analysis was an introduction of computer-aided teaching methods and publishing of textbooks for practicums. Medical Genetics A questionnaire-based evaluation has been carried with the aid of the 6 th and 3 rd years students 4 years ago, and practically all of them wrote that the subject was very interesting and necessary for medical students, but the 6 th year is too late as the students are already finishing diploma studium, and the 3 rd year is too early as the students do not now many medical termins, and do not have knowledge in basic human diseases. So mainly on basis of these opinions it was proposed to bring the teaching of this subject to the 5 th year. Genetics No special evaluation has been done. III. PEDAGOGIC TRAINING OF STAFF 7. How many of the teachers have received pedagogic training? Biology Two assistents from the teaching staff of “Biology” (4 persons) have passed a formal course of pedagogics during their studies in university and have graduated as teachers of biology and chemistry for high-class secondary school (senior high school or gymnasium). Other teachers are graduated Medical Faculty or teorethical branch (nonpedagogical) of Biological Faculty.
BIOLOGY AND GENETICS One assistant have passed 4 years ago a special course of distance education management (FEUCODE II, FEUTUTOR, University of Tartu and University of Helsinki).M Medical Genetics All teachers are graduated from Medical Faculty, and have not passed any special pedagogic training. Nevertheless they have a long practical experience in this field (see p.3). 8. Is there a need for further pedagogic training? Biology There are no formal courses for teachers and lecturers in pedagogics. The possible reason for this is the fact, that the Faculty of pedagogics in Tartu University is under formation just now. We believe that teaching skills of our staff are reasonably good. Additional pedagogical training is beneficial. Medical Genetics We believe that teaching skills of our staff are reasonably good, but an additional pedagogical training is always beneficial. IV. TEACHING RESOURCES 9. Is there a need for rearrangement of the teaching resources in your department? If so, how should this be done? Biology 2 persons for technical help during practicums are needed. V. COORDINATION OF THE TEACHING 10. How is the teaching co-ordinated with other departments? Indicate the departments that are closest to your department. Biology As it was described in previous parts subject “Biology” (6 CP) is tightly coordinated with subject “General histology and embryology” (2 CP) in the frames of “Medical biology I” (8 CP). 163
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ANATOMY Name of the Department: Dep
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ANATOMY Weaknesses • Limited time
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ANATOMY To continue the integration
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ANATOMY been reduced from 6 CP to 5
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IV. TEACHING RESOURCES ANATOMY 9. I
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APPENDIX I-I Visits of the Departme
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PAPERS IN ESTONIAN JOURNALS ANATOMY
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BIOCHEMISTRY Name of Department: De
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BIOCHEMISTRY Biochemistry: resource
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PHYSIOLOGY Name of Department: Depa
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PHYSIOLOGY Physiology: resource eva
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PHYSIOLOGY 1999 Kersti Jagomägi, s
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