OMSK STATE MEDICAL ACADEMY Alexander I. Novikov, Nikolay Vodolazskiy, Victor Akulinin LLL National System Formation for medical university teaching staff.

OMSK STATE MEDICAL ACADEMYAlexander I. Novikov, Nikolay Vodolazskiy, Victor Akulinin

LLL National System Formation for medical university teaching staff

(experience within TEMPUS IV Project)

OMSK STATE MEDICAL ACADEMYAlexander I. Novikov, Nikolay Vodolazskiy, Victor Akulinin

LLL National System Formation for medical university teaching staff

(experience within TEMPUS IV Project)

«Quality improvement of medical education is a priority for development and reformation of the Public Health System. Modernization in human recourses system in medicine should be accelerated .... Starting with the medical university and colleges teaching staff , whose qualification should be at the highest level»

Tatiana GOLIKOVA National Forum for Medical Professionals

«Quality improvement of medical education is a priority for development and reformation of the Public Health System. Modernization in human recourses system in medicine should be accelerated .... Starting with the medical university and colleges teaching staff , whose qualification should be at the highest level»

Tatiana GOLIKOVA National Forum for Medical Professionals

Lifelong learning system in Russia

Today in Russia under a lifelong learning system is implied:

•Complex of the educational programs,

•Educational structures,

•And regulation mechanisms for their activity

«Project on concept for lifelong learning”

February 22, 2011

Today in Russia under a lifelong learning system is implied:

•Complex of the educational programs,

•Educational structures,

•And regulation mechanisms for their activity

«Project on concept for lifelong learning”

February 22, 2011

Advanced Professional Training

• Medical university teaching staff training is realized through the traditional organizational and legal forms, such as post-graduate and doctorate courses

• For further advanced professional training and retraining in one’s specific sphere a great diversity of programs and courses are realized at the faculties for postgraduate education in the leading Russian universities

• Medical university teaching staff training is realized through the traditional organizational and legal forms, such as post-graduate and doctorate courses

• For further advanced professional training and retraining in one’s specific sphere a great diversity of programs and courses are realized at the faculties for postgraduate education in the leading Russian universities

Obtain a qualification in pedagogics

• Opportunity to complete additional postgraduate professional education in pedagogics via learning complementary programs.

• Educational and professional training program for higher school teaching staff ‘Teacher of Higher School’ since 2001

• Educational and professional training program for higher school teaching staff ‘Teacher of Higher School

• And short-term advanced professional training programs for 72 and 144 hours

• Opportunity to complete additional postgraduate professional education in pedagogics via learning complementary programs.

• Educational and professional training program for higher school teaching staff ‘Teacher of Higher School’ since 2001

• Educational and professional training program for higher school teaching staff ‘Teacher of Higher School

• And short-term advanced professional training programs for 72 and 144 hours

Training and lifelong learning

system for medical

university teaching staff

Training and lifelong learning

system for medical

university teaching staff

Scientific (professionally oriented)

Scientific (professionally oriented)

Pedagogical Pedagogical

Poor interaction Poor interaction

Contemporary training system for medical university teaching staff

All in all:

• In January 20011, the Ministry of Education has suspended the procedure of state accreditation for all complementary professional programs realized in Russia today including advanced professional training programs and programs given additional qualifications.

• Program ‘Teacher of Higher School’ is included in this list.

Three levels of learning forТmedical university teaching staff in France

1. Education of new teachers (university and clinical assistants) is constantly carried out within an academic year as training seminars based on the medical colleges, schools, and medical faculties

2. The second level aimed at a full-time teacher training capable of designing the curriculum, plans, programs for interdisciplinary modules, and evaluating students’ achievements

3. The third level is the competence of the expert. Learning of the master's program "Science on Learning/Teaching“, PhD in pedagogy and / or advanced training in expert centers.

Simulation Training Center, University of Nice

Project ‘Technical Pedagogics’ University of LILLE

Center for Medical Didactics,Ruhr University Bochum, Germany

• Combination of the professional and didactic components in the teaching process

• Graduate approach to the teacher training ensured by a variety of training programs offered for different categories of trainees

Center for Medical Didactics(MeDiBo), RUB, Germany

Level Courses Workload

АSingle courses (about 12 hours)

12

В1Certificate „Medical Didactics“Chamber of Physicians NRWState Academy for Med. Ed.

120

В2University Certificate onDidactics 200

С Master of Medical Education

1800

LEVELS OF TRAINING

Center for Medical Simulation and Training, Rome University Tor Vergata

Lifelong Learning Framework Collapse for Medical University Teaching Staff in Russia. Why?

• There is no legal basis for various models formation of lifelong learning

• There is no unified system for national qualification requirements and professional standards for lifelong learning

• There is no possibility for official recognition of previously completed education, and results of formal and informal education

What is necessary for creation of the lifelong learning framework?

• Create qualification frameworks for medical university teaching staff based on education and labor market requirements based on competences;

• Form a package of variant educational programs and forms of training for each qualification level;

• Develop novel tools and procedures to assess teachers’ achievements leading to qualification award;

• Develop a typology of qualification certificates (from the National level to intra-university certificates; certificates from professional medical associations; top hospitals and medical centers having licenses for educational activities).

Thanks you for attention!