STATISTINE METODE V EPIDEMIOLOGIJI

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Process and impact evaluation Process evaluation On the last day of the programme participants are asked to evaluate the course, using quantitative and qualitative methods (written questionnaire and group discussion). Summary of findings are as follows: • according to the feedback the course fulfilled the expectations of participants (mean grade 4,0±1,2, ranking from 1 the lowest to 5 the maximum grade). • all participants confirm it has been useful and has benefited their everyday teaching process (mean grade 4,2±0,9), • those elements of the course scoring most highly in the evaluation were: − builds on and expands their previous teaching experiences, − directing interests to teaching, − stimulation of exchange of experience with colleagues from different departments, − peer discussion as a continuous support for their advancement in teaching. − satisfaction in communication and sharing doubts with experienced teachers − panel discussions with guests and an overview of present situation in medical education. • those aspects of the course evaluated less highly and where improvements could be made: − insufficient participation of „older teachers“ and key decision makers within the faculty − doubts as to whether implementation of skills mastered in the course will transfer to practice. The course impact The course impact was analysed using students' assessment of all medical teachers within the Medical School Zagreb. Student feedback was compared with their mean grade, with those who passed the course, and their views as to how many of the teachers implemented innovative teaching and learning (modules) within the medical curriculum. Summary of findings are as follows: • the mean grade for all faculty (overall assessment by students on scale 1 the lowest to 7 the maximum grade) is 5,1±2,3, for young or early career who had participated in the training programme, this was higher at 5,9±1,2, • during the last seven years 15% of the trained faculty has introduced innovative modules in their teaching practice, mainly in electives. Lessons learned In comparison with other training for trainer's courses in medical education, with similar aims and objectives, this programme has at least two positive characteristics or strengths: 26
1. Trainers are not experts in pedagogical or didactical knowledge and skills. They are well experienced medical doctors/teachers aware to share their own experiences and reflections with participants. 2. Putting together a mixed group of participants (with different pre-knowledge, field of work, interest’s expectations and teaching environment) has a positive influence on their motivation and encouragement. Beside positives, at least two dilemmas remain: 1. Do we need (formally) certificated medical teachers or voluntary contribution of those who love „the art of teaching medicine“ and will personally and with enthusiasm invest in their own development 2. Impact evaluation (positive assessment of those who finished the course) although positive using students' questionnaires can be biased and their response could be influenced by factors not directly related to the training programme (for example student expectations, teachers personality, student learning styles etc.). Further evaluation and research is needed to expand and clarify the findings from this study and influence the development and implementation of training programmes in medical education. In summary, the CAME training course in innovative teaching and learning is shown to be important for creating a new culture of teaching and learning in medicine and public health. It has been particularly successful in increasing awareness and motivation of the young or early career members of medical faculty for mastering the fundamental skills in medical education. However, participation of older, more senior or long-serving teachers are somewhat limited, resulting in the current variation in the learning experiences of medical students. The ongoing availability of CPD workshops in innovative teaching and learning in medical education is essential for both the development of specific skills for application of acquired principles in everyday practice as well maintaining the motivation and enthusiasm of those responsible for medical and public health education. CASE STUDY 2: TEACHING STATISTICAL METHODS IN PUBLIC HEALTH ON POSTGRAUATE PUBLIC HEALTH COURSE LJUBLJANA MEDICAL FACULTY, SLOVENIA Introduction Usually, all users of statistical methods with less mathematical background, especially those who use them only occasionally, meet big problems when using these methods. Since these methods represent very important tool in research in public health, it is very important to enable public health students the learning approach based on comprehension of statistical methods not only using them as a “cook book”. For this aim to be attained, learning must be approached with consideration. It is undoubtedly important: • the teaching matter to be distributed logically and units should be smoothly associated one to another; • not to use too many equations or mathematical expressions, especially not in professions with less abstract way of thinking (in medicine in particular); 27
Page 1 and 2: Title METHODS AND TOOLS IN PUBLIC H
Page 3 and 4: Knowledge is described/defined as:
Page 5 and 6: We will discuss some of differences
Page 7 and 8: Skills in principles and methods of
Page 9 and 10: We meet almost only with adult popu
Page 11 and 12: • informal methods of education -
Page 13 and 14: Group methods of education Groups c
Page 15 and 16: discuss a question set by a lecture
Page 17 and 18: • since students will tend to see
Page 19 and 20: Individual methods of education By
Page 21 and 22: From Figure 9 it is obvious that ac
Page 23 and 24: CASE STUDY 1: THE COURSE “ART OF
Page 25: Table 5. A typical daily programme
Page 29 and 30: classification, this target group i
Page 31 and 32: Others are the same for all working
Page 33 and 34: • they present the lecture to the
Page 35 and 36: REFERENCES 1. Krajnc A. Methods, fo
Page 37: 39. Jaques D. ABC of learning and t

STATISTINE METODE V EPIDEMIOLOGIJI

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