AMEE Berlin 2002 Programme

Session 3 Workshops 1
3/1 The roles of the teacher
Jennifer Laidlaw and E Anne Hesketh
SCPMDE Education Development Unit, Tay Park House, 484
Perth Road, Dundee DD2 1LR, UK
Background
All doctors are teachers. It is a role that is constantly
changing and is often a challenge for today’s doctors -
especially with the many other tasks they have to carry
out. This workshop gives the opportunity to explore
the teaching roles and tasks that doctors might have to
adopt whether they are doctors at the start of their
postgraduate training or fully trained with a formal
teaching responsibility.
Aims
The workshop aims to give insight into:
the roles that today’s doctors, as clinical educators,
have to adopt
the associated tasks that they have to carry out
the approaches to these tasks and the
professionalism required of today’s educator .
Who should attend
Those involved in teaching in any capacity eg
having to look after juniors, being a contributor to
a course or a departmental teaching session, having
formal supervision responsibilities, being a course
organiser
Those involved in identifying generic skills for the
postgraduate training of doctors
Note: This workshop is very similar to last year’s workshop
‘12 roles of the teacher’ which was oversubscribed. Due to
interest expressed it is being repeated in an extended format.
Those attending last year would not gain further significant
benefit from attending.
Content and structure
1 Introduction to roles (25 min): Ice breaker activity
and short plenary with hand out;
2 Tasks associated with roles (35 min): Group activity
with feedback;
3 A framework for identifying the competencies
required by the clinical educator (15 min): Short
plenary with time to study grid and make link to
findings of previous group activity;
4 Using the grid (35 min):Group activity with
feedback;
5 Courses in teaching from Dundee(10 min): Display
of material from a ‘taster’ course through to a
Diploma/Masters in Medical Education.
3/2 The quality of medical education and
teaching – thema con variatione
Professor Peter Nippert
University of Muenster, Germany
Monday 3 September
- 4.23 -
3/3 From MD to academic teacher
Professor Reinhard Putz
University of Munich, Germany
Background
Medical education focusses on knowledge and abilities.
Students are faced with a lot of information including
general understanding of processes, differential
diagnosis and therapeutic consequences. In most
European universities, lectures, courses and practical
exercises on patients are the preferred teaching
elements. Some medical schools have changed to
problem based learning (PBL). The effectiveness of the
teaching depends on many aspects. One is the student/
teacher ratio; another is the structure of the program.
However, the education of the teacher is the last in this
list. On the other hand, many studies show that the
performance and personality of the teacher has the
highest impact on the learning effect. This is especially
true for lectures and teacher-guided courses, but also
in PBL the tutor plays a crucial role in the learning
process. In light of this it is surprising that academic
teachers are not forced to undergo any kind of didactic
training. Only few institutions offer a structured training
program for young assistants.
Aim
One of the goals of the workshop is the preparation of
participants for the role of academic teacher. The
participants should leave the workshop with the insight
that academic teaching can become an attractive
challenge especially for scientific educated people.
Content and structure
The report of good and bad experiences should
contribute to a picture of the present personal situation
of teaching staff in many schools. Next, the needs for
improvement will be addressed. Then a period of
discussion in small groups is planned. In this part a
particular teaching situation will be designed and
structured: lecture for a large class (more than 100),
lecture for a small class (ca. 40–80), seminar (10–20),
course, PBL group. Back in the plenary, the results of
the sections will be presented and discussed. The
preparation for the requirements of an academic teacher
should be the goal of this part followed by some
suggestions for the structure of a training course for
academic teachers.
1 Plenary (ca. 20‘): Reflection on the personal state
of teaching ability (advantages and shortcomings)
2 Plenary (ca. 20‘): Description of necessary teaching
abilities
3 Groups (ca. 20‘): Structure of particular teaching
situations (large lecture, small lecture, course,
practical exercise, POL-group)
4 Plenary (ca. 20‘): How to prepare an M.D. for
education as an academic teacher
5 Plenary (ca. 30‘): Elements of a training course for
academic teachers .