RESUMO
Objective: Due to the prohibition of face-to-face courses during the Corona pandemic, the seminar "Written Examinations" of the Frankfurter Arbeitsstelle für Medizindidaktik (FAM) was converted into an asynchronous online seminar. This pilot project investigated how such a format is accepted and evaluated by the participants. Methodology: A forum-based online format with group and individual tasks was chosen, which was didactically designed according to the problem-oriented design by Reinmann and Mandl. Results: The seminar was attended by 14 people, 13 of whom took part in the evaluation. The overall evaluation was, with one exception, a grade of 2 (and better). The three items "practical relevance", "subjective learning success" and the question of recommendation also received very high approval ratings. The weekly workload reported by the participants was very heterogeneous (mean=2.4 hours; SD=1.1). For some participants, the use of the learning platform was not intuitive and group collaboration was somewhat faltering. Conclusion: The experiences made show that courses on medical didactics can be implemented online and are gladly accepted by the participants. Based on the experience gained, online seminars or blended learning formats will certainly continue to be part of the FAM course program in the future.
Assuntos
Educação a Distância , Educação Médica , Ensino , COVID-19 , Educação Médica/métodos , Alemanha , Humanos , Internet , Projetos Piloto , Ensino/educação , Ensino/organização & administraçãoRESUMO
Since 2002 several individual courses in medical education have been offered by the Frankfurt University Medical School and its teaching hospital. This programme was expanded in 2011 into a comprehensive, structured programme covering the broad spectrum of topics surrounding teaching; the programme is housed within the Medical School as part of the Frankfurter Arbeitsstelle für Medizindidaktik (FAM). The following factors were critical to successful implementation: existing programmes in other German states (primarily Baden-Württemberg and North Rhine-Westphalia) with matching requirements, support from the Deans of Studies, anchoring attendance rules for medical education courses in the university rules and regulations governing who is qualified to lecture at the university level, and a sufficient number of faculty members interested in teaching as a discipline in itself. The programme's core elements include a basic course for all newly hired faculty with teaching responsibilities and a modular design that allows individuals to focus on their particular interests and needs. Although the programme is largely mandatory, there is a high level of satisfaction and a lasting growth in knowledge among participants.