Валеология: Здоровье, Болезнь, Выздоровление. 2019; : 225-232
ОЦЕНКА ЭФФЕКТИВНОСТИ ОБРАЗОВАТЕЛЬНЫХ МЕРОПРИЯТИЙ ПО РАЗВИТИЮ КОМПЕТЕНЦИЙ МЕДИЦИНСКИХ ПРЕПОДАВАТЕЛЕЙ
Аннотация
В статье представлены результаты мониторинга педагогических компетенций преподавателей медицинского вуза, прошедших обучение в центре непрерывного профессионального развития.
Список литературы
1. Hodges B. D., Lingard L. The question of competence. 1st ed. New York: Cornell University Press; 2012. S.1-219
2. Ten Cate O. Competency-Based Medical Education and its Competency-Frameworks. In: Mulder M (Hrsg). Competence-based vocational and professional education Bridging the Worlds of Work and Education. Cham, Schweiz: Springer International Publishing Switzerland; 2017. S. 903–929. DOI: 10.1007/978-3-319-41713-4_42
3. Ten Cate O. Competency-Based Postgraduate Medical Education: Past, Present and Future GMS J Med Educ 2017;34 (5) : Doc69 doi: 10.3205/zma001146, urn:nbn:de:0183-zma0011469
4. Milner R. J., Gusic M. E., Thorndyke L. E. Perspective: Toward a competency framework for faculty. Acad Med. 2011 Oct; 86 (10) : 1204-10. doi: 10.1097/ACM.0b013e31822bd524.
5. Srinivasan M., Li S. T., Meyers F. J., Pratt D. D. et.al. “Teaching as a Competency”: competencies for medical educators. Acad Med. 2011Oct; 86 (10) : 1211-20. doi: 10.1097/ACM.0b013e31822c5b9a.
6. Frank J. R. The CanMEDS 2005 physician competency framework: Better standards, better physicians, better care. Ottawa: Royal College of Physicians and Surgeons of Canada; 2005.
7. Frank J. R., Snell L., Sherbino J., editors. CanMEDS 2015 Physician Competency Framework. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015.: http://www.royalcollege.ca/portal/page/portal/rc/canmeds/canmeds2015/overvie; https://www.royalcollege.ca/rcsite/home-e
8. Swing S. R. The ACGME outcome project: retrospective and prospective. Med Teach. 2007; 29 (7) : 648–654. doi: 10.1080/01421590701392903
9. Görlitz A., Ebert T., Bauer D., Grasl M., Hofer M., Lammerding-Köppel M., Fabry G., Core Competencies for Medical Teachers (KLM) – A Position Paper of the GMA Committee on Personal and Organizational Development in Teaching. GMS Z Med Ausbild. 2015; 32 (2) : Doc23. DOI: 10.3205/zma000965, URN: urn:nbn:de:0183-zma0009656
10. Государственный стандарт дополнительного образования Республики Казахстан «Преподаватель медицинских организаций образования и науки» ГСДО РК 2011. Государственные требования к минимуму содержания программ дополнительного образования (Приложение 1 к приказу Министра Здравоохранения от 30 декабря 2011 года № 934) https://оnline.zakon.kz/document/?doc_id=31118078. Дата обращения: 20 февраля 2018.
11. Crouch M., McKenzie H. The logic of small samples in interview-based qualitative. Research. Soc Sci Inf. 2006; 45 (4) : 483–499. doi: 10.1177/0539018406069584. [Cross Ref]
12. Cook D. A., Brydges R., Ginsburg S., Hatala R. A contemporary approach to validity arguments: a practical guide to Kane’s framework. Med Educ. 2015 Jun;49 (6) : 560-75. doi: 10.1111/medu.12678.
13. Kirkpatrick D. L. Evaluating Training Programs: The Four Levels. 3rd ed. California, USA: Berrett-Koehler; 2006.
14. Fromme H. B., Karani R., Downing S. M. Direct observation in medical education: a review of the literature and evidence for validity. Mt Sinai J Med. 2009 Aug; 76 (4) : 365-71. doi: 10.1002/msj.20123.
15. John Norcini & Vanessa Burch (2009) Workplace-based assessment as an educational tool: AMEE Guide No. 31, Medical Teacher, 29 : 9-10, 855-871, DOI: 10.1080/01421590701775453
16. Harden R. M., Crosby J. AMEE Guide No 20: the good teacher is more than a lecturer - the twelve roles of the teacher. Med Teach. 2000; 22 (4) : 334–347. doi: 10.1080/014215900409410. [Cross Ref] (пер. с англ. под ред. проф. И. Г. Никитина)
17. Lockyer J., Bursey F., Richardson D. et. al. & on behalf of the ICBME Collaborators (2017) Competency-based medical educationand continuing professional development: A conceptualization for change, edical Teacher, 39 : 6, 617-622, DOI: 10.1080/0142159X.2017.1315064
18. McLean M., Cilliers F., Van Wyk J. M. Faculty development: yesterday, today and tomorrow. Med Teach. 2008; 30 : 555–84. [PubMed]
19. Hoffman K. G., Donaldson J. F. Contextual tensions of the clinical environment and their influence on teaching and learning. Med Educ. 2004 Apr; 38 (4) : 448-54.
20. Roos M., Kadmon M., Kirschfink M., et al. Developing medical educators – a mixed method evaluation of a teaching education program. Medical Education Online. 2014; 19 : 10.3402/meo.v19.23868. doi:10.3402/meo.v19.23868.
Valeology: Health - Illnes - recovery. 2019; : 225-232
EVALUATION OF THE EFFECTIVENESS OF EDUCATIONAL ACTIVITIES FOR THE DEVELOPMENT OF COMPETENCIES MEDICALS TEACHERS
Abstract
The article presents the results of monitoring the pedagogical competencies of teachers of medical schools who have been trained in the center of continuous professional development.
References
1. Hodges B. D., Lingard L. The question of competence. 1st ed. New York: Cornell University Press; 2012. S.1-219
2. Ten Cate O. Competency-Based Medical Education and its Competency-Frameworks. In: Mulder M (Hrsg). Competence-based vocational and professional education Bridging the Worlds of Work and Education. Cham, Schweiz: Springer International Publishing Switzerland; 2017. S. 903–929. DOI: 10.1007/978-3-319-41713-4_42
3. Ten Cate O. Competency-Based Postgraduate Medical Education: Past, Present and Future GMS J Med Educ 2017;34 (5) : Doc69 doi: 10.3205/zma001146, urn:nbn:de:0183-zma0011469
4. Milner R. J., Gusic M. E., Thorndyke L. E. Perspective: Toward a competency framework for faculty. Acad Med. 2011 Oct; 86 (10) : 1204-10. doi: 10.1097/ACM.0b013e31822bd524.
5. Srinivasan M., Li S. T., Meyers F. J., Pratt D. D. et.al. “Teaching as a Competency”: competencies for medical educators. Acad Med. 2011Oct; 86 (10) : 1211-20. doi: 10.1097/ACM.0b013e31822c5b9a.
6. Frank J. R. The CanMEDS 2005 physician competency framework: Better standards, better physicians, better care. Ottawa: Royal College of Physicians and Surgeons of Canada; 2005.
7. Frank J. R., Snell L., Sherbino J., editors. CanMEDS 2015 Physician Competency Framework. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015.: http://www.royalcollege.ca/portal/page/portal/rc/canmeds/canmeds2015/overvie; https://www.royalcollege.ca/rcsite/home-e
8. Swing S. R. The ACGME outcome project: retrospective and prospective. Med Teach. 2007; 29 (7) : 648–654. doi: 10.1080/01421590701392903
9. Görlitz A., Ebert T., Bauer D., Grasl M., Hofer M., Lammerding-Köppel M., Fabry G., Core Competencies for Medical Teachers (KLM) – A Position Paper of the GMA Committee on Personal and Organizational Development in Teaching. GMS Z Med Ausbild. 2015; 32 (2) : Doc23. DOI: 10.3205/zma000965, URN: urn:nbn:de:0183-zma0009656
10. Gosudarstvennyi standart dopolnitel'nogo obrazovaniya Respubliki Kazakhstan «Prepodavatel' meditsinskikh organizatsii obrazovaniya i nauki» GSDO RK 2011. Gosudarstvennye trebovaniya k minimumu soderzhaniya programm dopolnitel'nogo obrazovaniya (Prilozhenie 1 k prikazu Ministra Zdravookhraneniya ot 30 dekabrya 2011 goda № 934) https://online.zakon.kz/document/?doc_id=31118078. Data obrashcheniya: 20 fevralya 2018.
11. Crouch M., McKenzie H. The logic of small samples in interview-based qualitative. Research. Soc Sci Inf. 2006; 45 (4) : 483–499. doi: 10.1177/0539018406069584. [Cross Ref]
12. Cook D. A., Brydges R., Ginsburg S., Hatala R. A contemporary approach to validity arguments: a practical guide to Kane’s framework. Med Educ. 2015 Jun;49 (6) : 560-75. doi: 10.1111/medu.12678.
13. Kirkpatrick D. L. Evaluating Training Programs: The Four Levels. 3rd ed. California, USA: Berrett-Koehler; 2006.
14. Fromme H. B., Karani R., Downing S. M. Direct observation in medical education: a review of the literature and evidence for validity. Mt Sinai J Med. 2009 Aug; 76 (4) : 365-71. doi: 10.1002/msj.20123.
15. John Norcini & Vanessa Burch (2009) Workplace-based assessment as an educational tool: AMEE Guide No. 31, Medical Teacher, 29 : 9-10, 855-871, DOI: 10.1080/01421590701775453
16. Harden R. M., Crosby J. AMEE Guide No 20: the good teacher is more than a lecturer - the twelve roles of the teacher. Med Teach. 2000; 22 (4) : 334–347. doi: 10.1080/014215900409410. [Cross Ref] (per. s angl. pod red. prof. I. G. Nikitina)
17. Lockyer J., Bursey F., Richardson D. et. al. & on behalf of the ICBME Collaborators (2017) Competency-based medical educationand continuing professional development: A conceptualization for change, edical Teacher, 39 : 6, 617-622, DOI: 10.1080/0142159X.2017.1315064
18. McLean M., Cilliers F., Van Wyk J. M. Faculty development: yesterday, today and tomorrow. Med Teach. 2008; 30 : 555–84. [PubMed]
19. Hoffman K. G., Donaldson J. F. Contextual tensions of the clinical environment and their influence on teaching and learning. Med Educ. 2004 Apr; 38 (4) : 448-54.
20. Roos M., Kadmon M., Kirschfink M., et al. Developing medical educators – a mixed method evaluation of a teaching education program. Medical Education Online. 2014; 19 : 10.3402/meo.v19.23868. doi:10.3402/meo.v19.23868.
