gms | German Medical Science

History: Physicians spend 80% of their time teaching - teaching colleagues, students, and the difficult challenge of teaching patients how to change lifestyles. But in most cases no one teaches physicians how to teach. This workshop addresses this issue and offers participants the theory and practical skills for establishing your own efficient, cost-effective process for improving the doctor as teacher. Based on the results of the largest studies of effective teaching ever done (in 42 US states and 7 other countries), which used a "Modified Flanders Interaction Analysis" (MFIA), a reliable instrument for diagnosing teaching, a randomized study to improve teaching in lectues was done at LMU and TU Munich. This study found that this low cost but effective method improved teaching significantly in important "person-centered" and interactive criteria which were also found in the large study including empathy-caring-genuiness, organization of teaching, problem-based teaching and interactivity between students and teachers. A recent meta-analysis study by John Hattie (Visible Learning ñ A synthesis of Over 800 Meta-Analyses Related to Achievement. Routledge 2009) corroborates many of the findings of the earlier study and the Munich findings. Hattie's meta-analyses show high effect sizes leading to achievement for teaching which is person-centered, organized, problem-based, and has frequent question-asking. Biographical Sketch of workshop leaders: Prof. Harold C. Lyon is a graduate of the U.S. Military Academy (BS), George Washington University (MA) and the University of Massachusetts (Doctorate in Educational Psychology). He is a former U.S. Director of Education for the Gifted, project officer for the development of Sesame Street, Associate U.S. Commissioner of Education for Educational Technology, Assistant to the President of Ohio University, faculties of Georgetown, Antioch, Dartmouth Medical School, Notre Dame College, Universities of Massachusetts and Munich where he currently teaches physicians to be more effective teachers. He's the author of 7 books and over 150 articles and has over 45 years of experience in education and psychology. Thomas Brendel graduated from LMU Medical School in 2007 and is now working as a physician at the medical Clinic Innenstadt. He is part of the Medical Education Team at LMU Munich and an experienced Flanders user. He was a co-author of the randomized study in Munich the results of which will be used in the workshop.

Objectives: In this workshop participants will be taught how to use the MFIA with hands-on practical use of the instrument actually diagnosing a lecture and discussing and comparing their MFIA results with other workshop participants. Participants will leave sufficiently proficient and with Flander's instruments to replicate the Munich study and launch their own MFIA effective teaching faculty development process in their own institutions.

Methods: After an opening talk and discussion of the current research on effective teaching, followed by a demonstration of the MFIA process, participants will do their own MFIA analysis and diagnosis of a teaching unit. The results will be disussed afterwards. Workshop participants will also receive hand-outs to take home including a booklet of the research results on effective teaching and the MFIA instruments needed to replicate the Munich study in their own institutions.

Target group:: Medical educators, researchers, teachers, physicians, administrators, leaders, students interested in improving their own or others' teaching.

Zusätzliche Informationen:

Schwierigkeit: Anfänger und Fortgeschrittene

Im Rahmen des Workshops ist/sind geplant:

Vorträge: Ja

Praktische Kleingruppenarbeit: Ja

Erarbeitung einer gemeinsamen Stellungnahme: -

Maximale Teilnehmerzahl: 20