| Title: |
Academic Teacher Training for Health Professions |
| Keywords: |
Teaching
Learning
Human Resources
Communication (oral, written)
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| Country: |
Germany
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| Institution: |
Germany - Center for International Health at the Ludwig-Maximilian-Universität München
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| Course coordinator: |
Arlett Heiber
Lisa Hoffaeller
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| Date start: |
2021-02-13 |
| Date end: |
2021-02-26 |
| About duration and dates: |
2019-02-25 to 2019-03-01 Registration deadline 2021-02-01 5 days online course with a kick-off session in beforehand. Pre-course assignments will be sent two weeks before course start, i.e. 2021-02-08; Post-course assignments will be due in July 2021 |
| Classification: |
advanced optional
|
| Mode of delivery: |
Distance-based
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Course location:
Virtual Module |
|
| ECTS credit points: |
3 ECTS credits
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SIT:
Pre-course assignments, 25 hours Self-Study
Learning theory,
constructive alignment,
strategies and teaching methods, 15 hours Contact
High quality assessment and evaluation, 10 hours Contact
Feedback, 5 hours Contact Time
Professional development and professional identity, 5 hours Contact Time
Presentation and teaching, 5 hours Contact Time
Post-course assignments, 25 hours Contact Time |
|
| Language: |
English
|
Description:
At the end of the module, the participants are able to:
• critically analyse different teaching models and strategies suitable for health professions education
• apply a model for didactic design with reference to health professions education for their own teaching concept and evaluate the designed and executed teaching unit
• describe and apply rules of good feedback, provide and receive feedback, including peer-feedback
• explain concepts and measurements of validity and reliability, threats to validity regarding to assessment formats and methods used in health professions education
• assess their own teaching situation and their own professional identity as health educators in respect to their other professional roles as health professionals |
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Assessment Procedures:
Assessment is formative and summative.
Formative:
Pre-course assignments: Participants have to prepare a teaching unit, a teaching sequence, multiple choice questions, answer a questionnaire and to prepare themselves with the online material provided. On these units, participants receive and provide feedback from facilitators and peers during the online and face-to-face course.
Summative:
Post-course assignments:
Every participant has to prepare a teaching intervention (one session sufficient) that they will conduct in their professional environment. After having conducted the teaching intervention, each participant has to write a teaching report including the teaching concept, the evaluation of the teaching unit (multi-source feedback), a reflection of their own teaching and professional identity as a teacher and a concept of the assessment planned for the learning objectives of their own teaching unit. The word count of the assignment is minimum 1500 to maximum 3500 words. In case of failure, students have to write the report again and will be subjected to an audio-visual oral online examination Grading: A-D, F. |
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Content:
• teaching and professional identity in the context of health professions
• concept of constructive alignment
• learning theories
• learning objectives
• model for didactic design
• teaching methods and formats specifically adapted to teaching contents in health professions education
• evaluation of content related teaching and assessments formats and methods in health professions education
• feedback
• problem-based learning including case-development
• assessment (summative and formative) including work-place-based assessment |
|
Methods:
Participants receive pre-course assignments and complete pre-course tasks (blended learning concept). Completion of pre-course assignments must be completed, as consecutive face-to-face course contents will build on concepts distributed as pre-course assignments. In addition, materials to be worked on the course will be generated through the pre-course assignments (25 hours, see also section 13).
Online methods include, among others: discussion, questionnaires, video-lessons, creating teaching material.
Of 40 contact hours, there will be about 2/3 small group activities and interactive group activities, small group discussion, large group discussion, practical exercises like giving a presentation or giving feedback or observing activities of other participants. The methods for the different parts of the seminar as outlined in section 14 are:
• Problem based learning: role-play and simulation
• Developing a teaching unit: peer-group-consultation
• Teaching: video-based peer-feedback, simulation, group discussion, peer-group-consultation
• Assessment: impulse lecture, peer-review, group discussion
• Teaching methods: learning circle, simulation
• Learning theory and constructive alignment: impulse lecture and group puzzle
• Professional identity development: written reflection and questionnaire
Of 25 hours post-course online and self-study time participants have to prepare a teaching intervention (which has been initiated in the face-to-face part) to be conducted in their personal environment. After conducting the intervention, participants have to write a teaching report including their own teaching concept, practicing their concept, the evaluation of the teaching concept, develop an appropriate assessment for their defined learning objectives and reflect on their own teaching and teaching identity. Every participant has to provide written feedback to at least two reports of their peers (this feedback is graded for the participant giving the peer feedback, but peers’ feedback is not basis for grading of the participant the feedback is referring to). |
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Prerequisites:
Proof of English fluency: tropEd students from an accredited tropEd home institution that have passed a core course in English language will be considered sufficiently fluent in English language. Also students that can provide proof of academic education passed entirely in English language will be considered sufficiently fluent. Applicants not being able to provide either of these criteria will be asked to proof fluency by a TOEFL (iBT score >= 79) or IELTS (score >=6.0)
Academic / professional experience: Participants have to be professionals with both at least basic teaching experience and at least basic work experience in a health profession or in a health-related field. Participants should have the possibility to teach a group within 4 month after the face-to-face course. |
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Attendance:
Max. number of participants: 36
Up to 8 tropEd Master´s students are admitted |
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Selection:
Participants are selected on a first come, first serve basis |
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Major changes since initial accreditation:
The course is re-accredited because of a new course coordinator (medical didactics): The course has also been adapted to newest requirements and developments within teaching and learning, so it is now a 3 ECTS credits course (whereas before it was 2 ECTS credit points). As post-course assignment practicing a teaching unit developed by the student has been included. The title has also been changed: instead of “Learning Science” the course is now called “Academic Teacher Training Course for Health Professions” as this reflects the contents more than before. |
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Student evaluation:
Students especially appreciated the interactive and innovative outline of the course as well as the content. Especially the combination of theoretical background info, practical exercises and working on your own teaching concept throughout the course helped the students to improve their own teaching. Negative feedback was that the assessment of the participants and the post-course assignments have not been clear, therefore during the course time has been dedicated to answer questions regarding the assessment and post-course assignment. |
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Lessons learned:
It is definitely obligatory that participants have at least basic teaching experience to be able to follow the course. Furthermore we learned that students need some time dedicated to clarify the expectations regarding the post-course assignment and how assessment of them will take place. |
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tropEd accreditation:
Accredited in October 2015. This accreditation is valid until October 2020.
Re-accredited in October 2018.
This accreditaiton is valid until October 2023. |
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Remarks:
Teaching, learning, communication, human resources |
|
| Email Address: |
ttu@lrz.uni-muenchen.de |
| Date Of Record Creation: |
2015-10-11 05:33:19 (W3C-DTF) |
| Date Of Record Release: |
2015-10-11 09:43:24 (W3C-DTF) |
| Date Record Checked: |
2020-12-03 (W3C-DTF) |
| Date Last Modified: |
2020-12-03 12:22:11 (W3C-DTF) |
