MODERN TECHNOLOGIES OF DISTANCE PREPARATION OF TEACHERS OF POSTGRADUATE MEDICAL EDUCATION

Authors

  • O. P. Mintser Shupyk National Academy of Postgraduate Education
  • L. Yu. Babintseva Shupyk National Academy of Postgraduate Education

DOI:

https://doi.org/10.11603/mie.1996-1960.2019.4.11021

Keywords:

system continuous pedagogical development, system of teacher training and professional development, indicator of personal development of a teacher, non-formal and informal education

Abstract

Background. Issues of development of postgraduate medical education of scientific and pedagogical workers became relevant in connection with the modernization of the entire education system. The state lacks a holistic system of training and retraining of teachers of postgraduate medical education.

Materials and methods. Results. The aim of the study is to substantiation of the system of purposeful and program efforts to ensure the traditional orientation of the development of pedagogical and scientific-pedagogical workers on the improvement of postgraduate medical teaching with the use of a systematic approach. It is emphasized that the training of pedagogical and scientific-pedagogical workers in the system of postgraduate medical education in the period of intensive reform of the industry becomes extremely important.

Conclusion. A special training program is proposed as part of the strategy of systemic continuous pedagogical development. An important indicator of a special program can be an indicator of personal development of the teacher—a vector characteristic with coordinates in the form of digital indicators of the level of competencies, knowledge, skills and social activity.

References

Lupi, C. S., Ownby, A. R., Jokela, J. A. et al. (2018). Faculty development revisited: a systems-based view of stakeholder development to meet the demands of entrusable professional activity implementation. Acad Med., 93, 1472.

Carraccio, C., Wolfsthal, S. D., Englander, R. et al. (2002). Shifting paradigms: From Flexner to competencies. Acad Med., 77, 361-7.

Dath, D., Iobst, W. (2010). The importance of faculty development in the transition to competency-based medical education. Med Teach., 32, 683-6.

Hawkins, R. E., Welcher, C. M., Holmboe, E. S. et al. (2015). Implementation of competency-based medical education: Are we addressing the concerns and challenges? Med Educ, 49, 1086-102.

Obeso V., Brown D., Phillipi C. (2017). Core Entrustable Professional Activities for Entering Residency: Toolkits for the 13 Core EPAs. Washington: Association of American Medical Colleges. URL: https://www.aamc. org/system/files/c/2/482214-epa13toolkit.pdf.

Cate, O., Chen, H. C., Hoff, R. G. et al. (2015). Curriculum development for the workplace using entrustable professional activities (EPAs). AMEE guide no. 99. Med Teach., 37, 983-1002.

Favreau, M. A., Tewksbury, L., Lupi, C. et al. (2017). AAMC Core Entrustable Professional Activities for Entering Residency Faculty Development Concept Group. Constructing a shared mental model for faculty development for the core entrustable professional activities for entering residency. Acad Med., 92, 759-64.

Steinert, Y. (2014). Faculty development: Core concepts and principles. In: Faculty Development in the Health Professions. A Focus on Research and Practice. New York, NY: Springer.

Kennedy, T. J., Regehr, G., Baker, G. R., Lingard, L. (2008). Point-of-care assessment of medical trainee competence for independent clinical work. Acad Med., 83 (10), 89-92.

Published

2020-06-04

How to Cite

Mintser, O. P., & Babintseva, L. Y. (2020). MODERN TECHNOLOGIES OF DISTANCE PREPARATION OF TEACHERS OF POSTGRADUATE MEDICAL EDUCATION. Medical Informatics and Engineering, (4), 65–68. https://doi.org/10.11603/mie.1996-1960.2019.4.11021

Issue

Section

Articles