Utjecaj organizirane edukacije iz područja medicinske nastave na kvalitetu rada nastavnika medicinskog fakulteta

Pjevač, Neda (2012) Utjecaj organizirane edukacije iz područja medicinske nastave na kvalitetu rada nastavnika medicinskog fakulteta. PhD thesis, Sveučilište u Zagrebu.

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Abstract

Medical education is part of a school of medicine complex system along with scientific research and work in health care system. Educational activity is responsible task, without it schools of medicine couldn’t achieve expected role in economic, technological and cultural development of society and state. Training of teachers during study of medicine is carried out in various ways. It is based on two identified problems (how to effectively improve medical teachers in field of knowledge and skills of medical education and whether a teacher trained in art of medical education work better in same conditions?). This study was conducted based on two hypotheses: (1) organized training program in skills of medical education meet up expectations of students and (2) organized training program in skills of medical education leads to better quality of teaching. The objectives of the study were to (1) investigate and analyze factors that affect the quality of organized continuous training program in medical education (2) to explore and analyze the impact of completion of organized training program to future work of teachers in study of medicine. Specific study objectives were: (1) to investigate factors that affect coming of teacher on organized training program, (2) to analyze characteristics of participants of organized training program, (3) to explore factors that influence satisfaction or dissatisfaction of participants (objectives, organization , mode of work, etc.), (4) to determine opinions and suggestions of participants regarding need of improving existing programs, and (5) to analyze participants evaluation scores of training teachers and to compare scores of participants who successfully completed the program with a control group of participants who didn’t complete the program. The survey was conducted among participants of postgraduate first category course entitled "The art of medical education" organized by Croatian Association for Medical Education. Respondents (total 224) were teachers University of Zagreb School of medicine who attended the course from year 2002 to 2010. In accordance with objectives of the study, several methods were applied: (a) analysis of participants characteristics according to data in the archive of course participants, (b) analysis of participants introductory essays where the reasons and expectations for participation were described, (c) analysis of data collected by questionnaire sent to participants ( 58%) to determine their opinions about the completed course and recommendations how to organize training of teachers in medical education, (d) analysis of the effectiveness of the course on their work by comparing students' evaluation before and after the course, and (e) work in focus groups for a more detailed explanation of motivation, evaluation of quality of the course and suggestions for criteria in selection and promotion in teaching and scientific professions. The study results showed that for all respondents the most important motive for coming was to learn something new, and renovation of existing knowledge and need to complete the course as a requirement for future promotion. Less important motives were associated with promotion in assistant professor, referral by Chair and least desire for renewal of existing knowledge. In course review, participants emphasised, as most valuable subjects, active methods of work and organization of the course, followed by comprehensiveness and accomplishment of their expectations. Very well evaluated was interest, pleasure with suggestion of shortening of course on less than a week. The whole course is very highly evaluated - very good grade scored by 48.4% and excellent by 22% of respondents. In personal evaluation of effectiveness of the course on their teaching work the participants stated that after the course the biggest change occurred in development of positive attitudes to teaching, followed by small design innovations in methodological units and relation with students. The least change occurred in involvement of Chair work, introduction of elective courses and even less in active work in School of medicine committees and interest for research in medical education. Most of participants think that all teachers should attend such a course, regardless of age, academic and scientific professions (69% of respondents) while 31% of participants think that attendees should be only younger teachers. Comparison of students average evaluation score of teachers, who teach same subject, showed higher score (23/35) of teachers who passed the course, same score (4) and just one lower score. This study implies the effectiveness of organized training program for teachers on quality of their work in education and need to adjust the course according to suggestions of participants and constant monitoring of course quality.

Abstract in Croatian

Medicinska nastava dio je složenog sustava medicinskog fakulteta – uz znanstveni rad i rad u sustavu zdravstva, nastavna djelatnost je odgovorna zadaća bez koje medicinski fakulteti ne mogu ostvariti očekivanu ulogu u gospodarskom, tehnološkom i kulturnom razvoju društva i države. Osposobljavanje nastavnika na studiju medicine provodi se na različite načine. Temeljem dva prepoznata problema (kako učinkovito usavršiti nastavnike medicine iz područja znanja i vještina medicinske nastave te radi li nastavnik, osposobljen u umijeću medicinske nastave, kvalitetnije i u istim uvjetima rada?) provedeno je istraživanje s dvije hipoteze: (1) organizirani program usavršavanja iz umijeća medicinske nastave zadovoljava očekivanja polaznika i (2) organizirani program usavršavanja iz umijeća medicinske nastave dovodi do kvalitetnog rada nastavnika. Ciljevi istraživanja bili su (1) istražiti i analizirati čimbenike koji utječu na kvalitetu organiziranog programa trajnog usavršavanja iz područja medicinske nastave te (2) istražiti i analizirati utjecaj završene organizirane edukacije na budući rad nastavnika na studiju medicine. Specifični ciljevi istraživanja bili su: (1) istražiti čimbenike koji utječu na dolazak nastavnika na organizirani program edukacije, (2) analizirati obilježja polaznika programa iz umijeća medicinske nastave, (3) istražiti čimbenike koji utječu na (ne)zadovoljstvo polaznika (ciljevi, organizacija, način rada itd.), (4) utvrditi mišljenje i prijedloge polaznika o potrebi i unaprjeđenju postojećeg programa te (5) analizirati studentske ocjene nastavnika koji su program uspješno završili te usporediti ocjene s kontrolnom skupinom nastavnika koji organizirani program nisu završili. Istraživanje je provedeno među polaznicima poslijediplomskog tečaja prve kategorije pod naslovom „Umijeće medicinske nastave“ u organizaciji Hrvatskog društva za medicinsku edukaciju. Ispitanici (ukupno 222) su bili nastavnici Medicinskog fakulteta Sveučilišta u Zagrebu koji su od 2002. do 2010. godine polazili navedeni tečaj. Sukladno ciljevima istraživanja, primjenjeno je nekoliko metoda rada: (a) analiza njihovih obilježja prema podacima u arhivi polaznika tečajeva, (b) analiza njihovog eseja prije tečaja u kojem opisuju razloge dolaska i očekivanja, (c) analiza podataka prikupljenih anketnim upitnikom upućenim polaznicima (58%) s ciljem utvrđivanja mišljenja o tečaju koji su završili i preporukama kako organizirati usavršavanje nastavnika iz medicinske edukacije, (d) analiza učinkovitosti tečaja na njihov kasniji rad usporedbom studentskih ocjena prije i poslije tečaja te (e) rad u fokus grupama za detaljnije objašnjenje motivacije, vrednovanja kvalitete tečaja te prijedloga za kriterije u izboru i napredovanju u nastvno-znanstvenim zvanjima. Primjenom kvantitativnih i kvalitativnih metoda istraživanje je pokazalo da je za sve ispitanike najvažniji motiv dolaska želja da se nauči nešto novo, a zatim obnova postojećeg znanja i nužnost završetka tečaja kao zahtjev u napredovanju u budućnosti. Manje su važni motivi vezani uz neposredni izbor za docenta i upućivanje od strane katedre, a najmanje želja za obnovom postojećeg znanja. U svom osvrtu na tečaj koji su polazili, najvrijednijim su ispitanici izdvojili aktivnu metodu rada i organizaciju tečaja, a zatim slijede visoke ocjene za poučnost i ispunjena očekivanja. Vrlo dobro je vrednovana zanimljivost i zadovoljstvo tečajem, a priejdlozi su da on traje kraće od tjedan dana. U cjelini je tečaj izuzetno visoko vrednovan – ocjenom vrlo dobar 48,4% ispitanika i ocjenom izvrstan 22%. U osobnom vrednovanju učinkovitosti tečaja na njihov nastavnički rad, polaznici navode da su se nakon tečaja najveće promjene dogodile u razvoju pozitivnih stavova prema nastavi, zatim u manjim inovacijama u izvedbi vlastitih metodskih jedinica i odnosu prema studentima. Najmanje se promjena dogodilo u uključivanju u rad katedre, uvođenju izbornih predmeta, a još manje u aktivnom radu u povjerenstvima Medicinskog fakulteta i interesu za istraživanja na području medicinske edukacije. Većina njih smatra da bi polaznici tečaja trebali biti svi nastavnici bez obzira na nastavno-znanstveno zvanje i starosnu dob (69% odgovora) dok 31% smatra da je ovo tečaj namijenjn samo mlađim nastavnicima. Usporedba srednjih ocjena nastavnika koji su prošli tečaj i svih ostalih nastavnika na istom predmet pokazuje da su njihove vrijednosti više na 23 od 35 predmeta, iste na 4 predmeta, a na jednom predmetu je ocjena niža. Ovo istraživanje ukazuje na učinkovitost organiziranog programa usavršavanja nastavnika na kvalitetu njihovog rada u nastavi te na potrebu prilagodbe tečaja prema prijedlozima polaznika i stalno praćenje njegove kvalitete.

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