Organization of training for medical university teaching staff in France

Pr B. Ludes

Strasbourg- France

On a national level

No training of teaching staff on a national level in France

This straining is implemented in each university but without participation obligations for the staff

Organization of seminars (1 to 2/year) with exchange of trained colleagues in education sciences

Today to follow training programs has no positive influence on the career

Facilities given in France

Creation of university diploma of pedagogy on inter regional level (7 inter regions)

Continuous education programs dedicated on this field

Skills about education sciences and education are taken in account at the nomination procedure as assistant professor or professor

CIDMEF promotes the training of teaching staff either by organization of seminars or by visio conferences or training by web sessions

CIDMEF has also set up an evaluation procedure in this field

Goals of a better organization

To respond to an increased demand addressed to the medical profession to show a continuous medical training

To induce changes in medical practices on aspects related to techno-scientific, demographic and budgetary constraints

To constitute a “professional core” of teaching staff

Four major competencies are identified

A techno-scientific competency A relational competency A competency in ethics A cooperative competency

Three proposals are formulated

To built medical staff education that articulates : Cognitive contributions Professional practice learning Personal contribution

To teach and articulate the four competencies shown at the previous slide

To promote humanity and social sciences thoughout the curriculum so that the staff is aware of the importance of these points

The training is organized around five points

To develop the core of medical skills The recognition of the professional

qualifications The quality standarts of the education To improve the research approach in the

medical curriculum To let understandable to the public these

goals of the medical continuous training of the teaching staff

The medical school of the UdS supports the following learning methods:

1. the Script Concordance test (SCT) which is a novel method used for the assessment of clinical reasoning.

SCT seems to be a good clinical reasoning assessment tool to discriminate participants according to their level of expertise.

The lack of correlation between the SCT and the multiple choice assessment method suggests that both tests are distinct and are also complementary to assess the overall medical competency.

2. Communication skills learning

In fact the communication skills (CS)

teaching is mandatory in the medical curricula of European universities.

Students find CS important enough and useful for their profession, so CS learning courses should then be integrated in the medical curricula.

3. TIC

The promotion of the recognition of the contribution of digital technology to different topics of learning of a medical specialty;

To highlight the interest to organize a virtual learning program that would encourage research in technologies of information and communication (TIC) applied to the field of health sciences.

Principles of an educational digital

project

projects created with an educational conception have to represent models that can be reused by other specialties of health disciplines

a strong anchorage towards a digital campus must exist among the scholar society comprised of qualified intellectual and scientific resource creators

teaching should be organize by topics in order to allow a transfer towards other health disciplines

This web-based training tool represents an original, useful and highly appreciated educational innovation. The nature and the variety of practical exercises with the combination of the individualized e-tutorial are the key points of the training device.

4. Self-assessment

The development of self –assessment is a hot topic in medical education.

It is assumed to be central to self-directed learning and self-regulated practice.

It has many facets: from general assessments of self-concept and self-esteem, to assessment of one’s competencies, assessment of oneself in action, and metacognitive regulation.

All of them are relevant to medical education. The primary goal is to train medical students and

graduate practitioners to search for explicit and recurring external feedback

and to combine its results with those of self-assessment in order to optimize both their learning activities and their clinical practice.