| Sažetak | Medicinska nastava dio je složenog sustava medicinskog fakulteta – uz znanstveni rad i
rad u sustavu zdravstva, nastavna djelatnost je odgovorna zadaća bez koje medicinski
fakulteti ne mogu ostvariti očekivanu ulogu u gospodarskom, tehnološkom i kulturnom
razvoju društva i države. Osposobljavanje nastavnika na studiju medicine provodi se na
različite načine. Temeljem dva prepoznata problema (kako učinkovito usavršiti
nastavnike medicine iz područja znanja i vještina medicinske nastave te radi li
nastavnik, osposobljen u umijeću medicinske nastave, kvalitetnije i u istim uvjetima
rada?) provedeno je istraživanje s dvije hipoteze: (1) organizirani program usavršavanja
iz umijeća medicinske nastave zadovoljava očekivanja polaznika i (2) organizirani
program usavršavanja iz umijeća medicinske nastave dovodi do kvalitetnog rada
nastavnika.
Ciljevi istraživanja bili su (1) istražiti i analizirati čimbenike koji utječu na kvalitetu
organiziranog programa trajnog usavršavanja iz područja medicinske nastave te (2)
istražiti i analizirati utjecaj završene organizirane edukacije na budući rad nastavnika na
studiju medicine. Specifični ciljevi istraživanja bili su: (1) istražiti čimbenike koji utječu
na dolazak nastavnika na organizirani program edukacije, (2) analizirati obilježja
polaznika programa iz umijeća medicinske nastave, (3) istražiti čimbenike koji utječu
na (ne)zadovoljstvo polaznika (ciljevi, organizacija, način rada itd.), (4) utvrditi
mišljenje i prijedloge polaznika o potrebi i unaprjeđenju postojećeg programa te (5)
analizirati studentske ocjene nastavnika koji su program uspješno završili te usporediti
ocjene s kontrolnom skupinom nastavnika koji organizirani program nisu završili.
Istraživanje je provedeno među polaznicima poslijediplomskog tečaja prve kategorije
pod naslovom „Umijeće medicinske nastave“ u organizaciji Hrvatskog društva za
medicinsku edukaciju. Ispitanici (ukupno 222) su bili nastavnici Medicinskog fakulteta
Sveučilišta u Zagrebu koji su od 2002. do 2010. godine polazili navedeni tečaj.
Sukladno ciljevima istraživanja, primjenjeno je nekoliko metoda rada: (a) analiza
njihovih obilježja prema podacima u arhivi polaznika tečajeva, (b) analiza njihovog
eseja prije tečaja u kojem opisuju razloge dolaska i očekivanja, (c) analiza podataka
prikupljenih anketnim upitnikom upućenim polaznicima (58%) s ciljem utvrđivanja
mišljenja o tečaju koji su završili i preporukama kako organizirati usavršavanje
nastavnika iz medicinske edukacije, (d) analiza učinkovitosti tečaja na njihov kasniji rad
usporedbom studentskih ocjena prije i poslije tečaja te (e) rad u fokus grupama za
detaljnije objašnjenje motivacije, vrednovanja kvalitete tečaja te prijedloga za kriterije u
izboru i napredovanju u nastvno-znanstvenim zvanjima.
Primjenom kvantitativnih i kvalitativnih metoda istraživanje je pokazalo da je za sve
ispitanike najvažniji motiv dolaska želja da se nauči nešto novo, a zatim obnova
postojećeg znanja i nužnost završetka tečaja kao zahtjev u napredovanju u budućnosti.
Manje su važni motivi vezani uz neposredni izbor za docenta i upućivanje od strane
katedre, a najmanje želja za obnovom postojećeg znanja.
U svom osvrtu na tečaj koji su polazili, najvrijednijim su ispitanici izdvojili aktivnu
metodu rada i organizaciju tečaja, a zatim slijede visoke ocjene za poučnost i ispunjena
očekivanja. Vrlo dobro je vrednovana zanimljivost i zadovoljstvo tečajem, a priejdlozi
su da on traje kraće od tjedan dana. U cjelini je tečaj izuzetno visoko vrednovan –
ocjenom vrlo dobar 48,4% ispitanika i ocjenom izvrstan 22%.
U osobnom vrednovanju učinkovitosti tečaja na njihov nastavnički rad, polaznici
navode da su se nakon tečaja najveće promjene dogodile u razvoju pozitivnih stavova
prema nastavi, zatim u manjim inovacijama u izvedbi vlastitih metodskih jedinica i
odnosu prema studentima. Najmanje se promjena dogodilo u uključivanju u rad katedre,
uvođenju izbornih predmeta, a još manje u aktivnom radu u povjerenstvima
Medicinskog fakulteta i interesu za istraživanja na području medicinske edukacije.
Većina njih smatra da bi polaznici tečaja trebali biti svi nastavnici bez obzira na
nastavno-znanstveno zvanje i starosnu dob (69% odgovora) dok 31% smatra da je ovo
tečaj namijenjn samo mlađim nastavnicima.
Usporedba srednjih ocjena nastavnika koji su prošli tečaj i svih ostalih nastavnika na
istom predmet pokazuje da su njihove vrijednosti više na 23 od 35 predmeta, iste na 4
predmeta, a na jednom predmetu je ocjena niža.
Ovo istraživanje ukazuje na učinkovitost organiziranog programa usavršavanja
nastavnika na kvalitetu njihovog rada u nastavi te na potrebu prilagodbe tečaja prema
prijedlozima polaznika i stalno praćenje njegove kvalitete. |
| Sažetak (engleski) | Medical education is part of a school of medicine complex system along with scientific
research and work in health care system. Educational activity is responsible task,
without it schools of medicine couldn’t achieve expected role in economic,
technological and cultural development of society and state. Training of teachers during
study of medicine is carried out in various ways. It is based on two identified problems
(how to effectively improve medical teachers in field of knowledge and skills of
medical education and whether a teacher trained in art of medical education work better
in same conditions?).
This study was conducted based on two hypotheses: (1) organized training program in
skills of medical education meet up expectations of students and (2) organized training
program in skills of medical education leads to better quality of teaching.
The objectives of the study were to (1) investigate and analyze factors that affect the
quality of organized continuous training program in medical education (2) to explore
and analyze the impact of completion of organized training program to future work of
teachers in study of medicine. Specific study objectives were: (1) to investigate factors
that affect coming of teacher on organized training program, (2) to analyze
characteristics of participants of organized training program, (3) to explore factors that
influence satisfaction or dissatisfaction of participants (objectives, organization , mode
of work, etc.), (4) to determine opinions and suggestions of participants regarding need
of improving existing programs, and (5) to analyze participants evaluation scores of
training teachers and to compare scores of participants who successfully completed the
program with a control group of participants who didn’t complete the program.
The survey was conducted among participants of postgraduate first category course
entitled "The art of medical education" organized by Croatian Association for Medical
Education. Respondents (total 224) were teachers University of Zagreb School of
medicine who attended the course from year 2002 to 2010. In accordance with
objectives of the study, several methods were applied: (a) analysis of participants
characteristics according to data in the archive of course participants, (b) analysis of
participants introductory essays where the reasons and expectations for participation
were described, (c) analysis of data collected by questionnaire sent to participants (
58%) to determine their opinions about the completed course and recommendations
how to organize training of teachers in medical education, (d) analysis of the
effectiveness of the course on their work by comparing students' evaluation before and
after the course, and (e) work in focus groups for a more detailed explanation of
motivation, evaluation of quality of the course and suggestions for criteria in selection
and promotion in teaching and scientific professions.
The study results showed that for all respondents the most important motive for coming
was to learn something new, and renovation of existing knowledge and need to
complete the course as a requirement for future promotion. Less important motives were
associated with promotion in assistant professor, referral by Chair and least desire for
renewal of existing knowledge.
In course review, participants emphasised, as most valuable subjects, active methods of
work and organization of the course, followed by comprehensiveness and
accomplishment of their expectations. Very well evaluated was interest, pleasure with
suggestion of shortening of course on less than a week. The whole course is very highly
evaluated - very good grade scored by 48.4% and excellent by 22% of respondents.
In personal evaluation of effectiveness of the course on their teaching work the
participants stated that after the course the biggest change occurred in development of
positive attitudes to teaching, followed by small design innovations in methodological
units and relation with students. The least change occurred in involvement of Chair
work, introduction of elective courses and even less in active work in School of
medicine committees and interest for research in medical education. Most of
participants think that all teachers should attend such a course, regardless of age,
academic and scientific professions (69% of respondents) while 31% of participants
think that attendees should be only younger teachers.
Comparison of students average evaluation score of teachers, who teach same subject,
showed higher score (23/35) of teachers who passed the course, same score (4) and just
one lower score.
This study implies the effectiveness of organized training program for teachers on
quality of their work in education and need to adjust the course according to suggestions
of participants and constant monitoring of course quality. |
