1. Training Program in medical pedagogy Implementation of a pedagogic structure in a medical faculty Professeur Jacques BARRIER Département Pédagogie de la Faculté de Médecine de Nantes (France) Président du Conseil Pédagogique de la CIDMEF (Francophon International Conference of Deans and Medical Faculties) jacques.barrier@univ-nantes.fr

2. International problems for medical faculties Exponential progress of medical knowledge Insatisfied students about their curriculum Teachers are hired for their clinical and research skills more than pedagogical competencies Quality required (institutions, students, patients). Socioeconomic pressures

3. Outcome-based movement Qualité de la formation: se centrer sur les résultats Qver the EBM…. The EBME Evidence based medical education (S Petersen BMJ 1999; 318: 1223) Outcome-based medical education (Harden 1998) (competency-based approach)

4. Training Program in medical pedagogy: goals? Changing traditional attitudes (transmitting to students specific knowledge): more emphasis on the student who learns than the teacher who teaches. Competency-based approach. Students need to acquire medical competencies more than declarative knowledge. It is necessary for teachers to understand the scientific learning process (cognitive psychology) as well the efficient teaching procedures. The teachers have to apply the newly acquired pedagogical knowledge and skills to their daily teaching activities

5. Chamarande Experts group CIDMEF consensus (1996) A appropriate pedagogic training is necessary for teaching in medical universities (professionalism) Obligatory or optionnal formation are still debated for some people; but the necessity of a minimal pedagogic competence seems obvious Medical pedagogy is a new discipline (specificity of medical training / necessity of professionnal competence) - ie expertise and research. So that, the group has defined 3 level of pedagogical competencies

6. The consensus of french speaking experts (Europe, Africa, North America) - 3 levels of pedagogical competency - Format and content of formation for each level NB: strategy of implementation?

7. Pedagogical competencies required Level 1 Niveau 1: compétence pédagogique minimale exigible: obligatoire pour tout futur enseignant ou fonction transitoire(assistant) Level 1: minimal basic program for future teacher or transitory function (assistant)

8. Contenu d’une formation pédagogique niveau 1 Content of the level 1 formation (2 or 3 days seminar) Psychologie de l’apprentissage: comment l’étudiant apprend. Conséquences pour l’enseignant Teaching-learning process: psychological aspects and consequencies for teacher Principes de planification d’un module de formation: spirale de l’éducation, approche par compétence; environnement de l’apprentissage Principles of planification: spiral of education, competency approach and learning environment Réaliser un système d’évaluation des étudiants (ateliers sur des outils d’évaluation des étudiants). Planing of student evaluation (workshop on student examination tools)

9. Educational needs Learning objectives Instructional methods Reflexion about student and program evaluation Evaluation Spiral of education

10. Pedagogical competencies required level 2 Niveau 2: compétence pédagogique des professeurs titulaires: recommandé ++ ou obligatoire. Level 2: Basic training program for future permanent teachers (highly recommanded or obligatory). (+ continuing program for professors)

11. Format d’une formation pédagogique niveau 2 Design of the level 2 formation (1-year program) Niveau 2: Diplôme interuniversitaire de pédagogie ou master; formation sur une année (programme de 100 H) sans rupture avec les soins et la recherche; évaluation par la soutenance d’un mémoire /article sur un projet personnel d’enseignement Level 2: Universitary diploma or master. One year program (about 100H) so that the teachers are able to continue clinical and research activities Evaluation: personal pedagogical production with publication, public submission / jury.

12. Contenu d’une formation pédagogique niveau 2 Content of the level 2 formation (1-year program) Topics covered: 1- Teaching-learning process: psychological aspects and consequencies for teacher 2- Needs and objectives 2- Instructional methods 3- Evaluation (of student and program)

13. Educational needs Learning objectives Instructional methods Reflexion about student and program evaluation Evaluation

14. Content of the level 2 formation: Needs and objectives Assessment of educational needs Establishment of objectives (competency-based approach)

15. Content of the level 2 formation Instructional methods Instructional methods by workshops (understanding, analysis and application) Selection of methods (how?): Small-group discussion Self-instructional modules Teaching in amphitheaters Problem-based learning Clinical supervision (clinical reasoning skills) Teaching in the laboratory

16. Content of the level 2 formation Evaluation Very important … « evaluation drives curriculum » A/ Student evaluation Principles of student evaluation (Why?, who? When?) Tools for testing knowledge (how?) Tools for measurement of psychomotor skills and attitudes B/ Program evaluation

17. Level 3 : Competencies required, format and content Level 3: pedagogical expertise Developping expertise in a specific field of pedagogy (for example, pedagogical formation, student evaluation, multimedia) Training in a pedagogic research center/ multimedia center for several months with personal research project

18. Training program in pedagogy for medical teachers 2 strategic paths Workshops or educational conferences but no obligatory and without systematic instruction Obligatory systematic instruction by an office of educational development of the medical Faculty (or University?)

19. Office of Educational Development (OED) Le « bureau de pédagogie » An office inside the medical faculty (or health university) is preferred, because basic educational topics must be adapted to medical teaching. Missions /functions (information, animation, formation, innovation, research) Organization and financial aspects (association to CME development?)

20. des facultés Structuration of a Faculty

21. 2- Provider/ operating services (OED, CME, Multimedia 1- Executive / decision Structuration of a Faculty 3 levels of organization Organization chart 3-Administration

22. Conclusion With their teaching, research and clinical duties, medical teachers have relatively little time to devote to personal development in pedagogy The comprehensive program in pedagogy must be structured, practical and adapted to their needs and activities in medical education

23. What is quality culture? …23…

24. Changing at universities in Europe (2) …24… Trends 2010 55 51 28

25. 25 Musée Alexandre Graham Bell, Nouvelle-Ecosse, Canada Process or results? Clinicians are understanding…