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首页> 美国卫生研究院文献>GMS Journal for Medical Education >Faculty Development for Small-Group-Teaching with Simulated Patients (SP) – Design and Evaluation of a Competency-based Workshop
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Faculty Development for Small-Group-Teaching with Simulated Patients (SP) – Design and Evaluation of a Competency-based Workshop

机译：模拟患者小班教学的教师发展（SP）–基于能力的讲习班的设计和评估

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>Objective: The introduction of innovative teaching formats and methods in medical education requires a specific didactic training for teachers to use complicated formats effectively. This paper describes preliminary considerations, design, implementation and evaluation of a skills-based workshop (7,5 hours long) for teaching with simulated patients. The aim is to describe the essential components for a lasting effect of the workshop so that the concept can be adapted to other contexts.>Method: We present the theoretical framework, the objectives, the didactic methodology and the implementation of the workshop. The evaluation of the workshop was carried out using questionnaires. First the participants (teachers of the faculty of medicine, clinical and science subjects) were asked to estimate how well they felt prepared for small group teaching immediately after workshop. Later, after some teaching experience of their own, they gave feedback again as a part of the general evaluation of the semester.>Results: In the course of three years 27 trainings were conducted and evaluated with a total of 275 participants. In the context of semester evaluation 452 questionnaires were evaluated on the quality of training.>Conclusion: The evaluation shows that participants appreciate the concept of the workshop and also feel sufficiently well prepared. As a limitation it must be said that this is so far only the lecturers’ self-assessment. Nevertheless, it can be stated that even a one-day workshop with a stringent teaching concept shows long term results regarding innovative teaching methods.
机译：>目标：在医学教育中引入创新的教学形式和方法要求对教师进行特定的教学培训，以使他们有效地使用复杂的形式。本文介绍了针对模拟患者进行教学的基于技能的讲习班（长达7,5小时）的初步考虑，设计，实施和评估。目的是描述研讨会的持久影响的基本组成部分，以便使该概念可以适应其他环境。>方法：我们介绍了理论框架，目标，教学方法和实施方法车间的。讲习班的评估是使用问卷进行的。首先，要求参与者（医学，临床和科学学科的教师）评估他们在研讨会之后立即感觉如何为小组教学做好准备。后来，经过自己的一些教学经验，他们再次提供了反馈，作为对学期的总体评价的一部分。>结果：在三年的过程中，共进行了27次培训并进行了评估，总计275名参与者。在学期评估的背景下，对452份问卷的培训质量进行了评估。>结论：该评估表明，参与者赞赏研讨会的概念，并且准备充分。作为限制，必须说，到目前为止，这只是讲师的自我评估。尽管如此，可以说，即使是一个具有严格教学理念的为期一天的讲习班也显示了关于创新教学方法的长期成果。

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