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

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SECTION I: SELF-EVALUATION 96 students with the problem-based teaching and discussions of the cases of individual patients. 2. The elective courses have to be performed in late afternoon (up to 8.00 p.m.) as the time- schedule of students is still very tight. 3. The PhD students stipend and research money are extremely low in Tartu University, and thus, in future, there may arise problems to get the gifted personelle for academic education. II. EVALUATION OF TEACHING 1. The students are asked to give their suggestions for improvement of the teaching. The evaluation seems to be different during the course and after final exam - in the latter case understand better the goals of teachers and their success. 2. After every exam the students are asked to fill anonymously a questionnaire evaluating the teaching. 3. Different lecturers are asked to participate on the lectures of the others and make their kind remarks. 4. Head of the Department discusses the lectures of the other associate professors in order to keep similar standpoints. 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 the evaluation? 1. The different chapters of Estonian textbooks always end with particular questions, looking on the provided material from some practical viewpoint. These questions are discussed on the seminars. 2. The small 5-min tests during the lectures are applied to fix the knowledge of previous lecture. 3. Every practical lab work ends with the control of the conclusive results, written by the student or discussing the self-assassment. 4. After summarising the data of the student's questionnaire, the Department always discusses the pros and contras, trying to change something pointed on 5. The matters pointed in evaluation have been immediately used in the planning of the programme and performance of the next course. 6. Research oriented elective course was reintroduced which has been very popular in 1995-1996. 7. There are created the new labworks, covering better the most impotant issues of microbiological diagnostics.
III. PEDAGOGIC TRAINING OF STAFF MICROBIOLOGY 7. How many of the teachers have received pedagogic training? Special pedagogic courses have not been attended by the staff. Yet, all pedagogic staff has received practical training for their teaching work. The staff has been working for a long time (more than 10 year in mean, range 5- 30 y). All teachers have got several educatory courses in USA, Sweden, Finland, Russia. In 1995, the professor (MM) got a special training in the problem-biased medicine in Oslo University. Docent Reet Mändar passed the educational courses in Illinois University, USA, senior assistant Tatjana Brilene and Reet Mändar participated in Stockholm University microbial ecology course, docent Tõnis Karki received epidemiology training in Copenhagen. 8. Is there a need for further pedagogic training? Seemingly, the special training how to provide more effective teaching, which problems should be discussed more or less in medical microbiology, how to use interactive methods, could be of some value for every person of the staff. IV. TEACHING RESOURCES 9. Is there a need for rearrangement of the teaching resources in your department? If so, how should this be done? In our department the research staff takes part in teaching process. So, we can provide several lectures on different themes. We do not see any need for rearrangement of lectures/seminars Yet, more tight programs in lab courses seemingly offer the possibility to rearrange some labworks for teaching practical problems of microbiology diagnostics. V. COORDINATION OF THE TEACHING 10. How is the teaching co-ordinated with other departments? Indicate the departments that are closest to your department. • Infectious diseases, • Immunology, • Pathology • Internal medicine • The Immunology and pathology has evaluated the related materials of our textbook and got acquainted with the program. • The co-ordination of teaching with infectious diseases and internal medicine chair could be better. 97
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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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BIOCHEMISTRY 4. Dementia and Geriat
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IMMUNOLOGY Name of the Department:
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IMMUNOLOGY equipped with English la
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IMMUNOLOGY Immunology: resource eva
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ANATOMY 1 Name of the Department: Department ... - Biomeedikum

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