gms | German Medical Science

GMS Journal for Medical Education

Gesellschaft für Medizinische Ausbildung (GMA)

ISSN 2366-5017

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STEAMED (TEMPUS)-Workshop: Teaching the Teacher

Poster

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  • corresponding author Hubert Wiener - Medical University of Vienna, Core Unit for Medical Education, Science and International Relations, Vienna, Austria
  • author Herbert Plass - Medical University of Vienna, Core Unit for Medical Education, Science and International Relations, Vienna, Austria
  • author Wolfgang Wyskovsky - Medical University of Vienna, Core Unit for Medical Education, Science and International Relations, Vienna, Austria
  • author Gottfried M. Csanyi - Austrian Society for Didactics in Higher Education, Vienna, Austria
  • author Karl Kremser - Medical University of Vienna, Administration and Information Management, Vienna, Austria
  • author Richard März - Medical University of Vienna, Core Unit for Medical Education, Science and International Relations, Vienna, Austria

GMS Z Med Ausbild 2007;24(3):Doc126

The electronic version of this article is the complete one and can be found online at: http://www.egms.de/en/journals/zma/2007-24/zma000420.shtml

Received: May 31, 2007
Published: August 15, 2007

© 2007 Wiener et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en). You are free: to Share – to copy, distribute and transmit the work, provided the original author and source are credited.

Outline

Poster

The Medical University of Vienna (MUW) and the Austrian Society for Didactics in Higher Education (ÖGHD) are consortium members in the 2006-7 TEMPUS project "Standardization in Teaching of Medicine" (STEAMED). As one objective of the project, staff from three Croatian and one Hungarian medical faculty was to be trained in the pedagogy and didactics of medical education. At the initial meeting we agreed to focus on the teaching methods Problem Based Learning (PBL) and Team Learning. The courses included both introductory lectures and extended workshops.

In a pre-course questionnaire the demographic data and intended goals of the participating teachers were collected so that we could meet the participants' expectations. During the PBL workshop attendees had to act both as students and as facilitators. For Team Learning they had to go through the whole procedure: Pre-course learning, Readiness Assurance Test, and applying learned materials to solve a problem.

As shown by evaluation data, the courses were highly appreciated. In a post-course questionnaire the sustainability of the pedagogical education was evaluated.