Harden, The Good teacher is more than a lecturer â twelve roles of the teacher, AMEE Guide 20 , ... effectiveness in medical education: BEME Guide No 8, 2006.
International Parkinson’s Disease Summer School for healthcare students Teamwork in healthcare, Innovation in education, creativity in research. 1 2 3 4 5 P.D.G. de Roos , K. Tostovršnik , S. de Roos , J.K. Holland , K. Nesterowicz 1Neurology, Ter Gooi Ziekenhuis, Blaricum, The Netherlands, 2Medical Faculty of Ljubljana, Ljubljana, Slovenia, 3VU University Medical Center, Amsterdam,
The Netherlands, 4Psychology, Oxford University, Oxford, UK, 5Jagiellonian University Medical College, Krakow, Poland
(Figure 1) Flow of the Educational Programme
Introduction
Academic education is designed around academic departments rather than around students or patients. This initiative puts students and patients in the center and uses engaging educational methods to build academic expertise focused around the topic of Parkinson´s Disease.
What is known about PD?
What is not known?
Objectives 1) Design a learning environment in which the passion and interest of a student for a topic is the core. 2) To Create a relevant PhD‐style research project proposal, in the time limit of the Summer School.
What are the methods to address unknowns?
Write a research project proposal to address an unknown
Aims 1) Pilot educational strategies which could contribute to a paradigm shift towards the approach of academic education. 2) Attract more talented students to academic carreers.1,2
Methods Student recruitment and selection was supported by European healthcare students’ associations. Student selection was based on a CV and motivation in English to estimate language fluency. Approval was not based on content, but on use of language. Academic achievement were no selection criterium. In order to foster teamwork and motivation, a challenging learning environment was designed. This learning environment contains: time pressure, stress, social safety, cultural differences and differences in knowledge and skills of participants. Training on process & Expert Feedback Trainers supervised the small group team work process, providing feedback and training to improve teamwork (Figure 2, evaluation). Students presented their work to experts whom provided feedback and in depth discussions supporting the learning process.
A Relevant, Realistic Research project subject to peer review
Results
Summer School outcome: Project titles 2010 1. “The Association between Dopamine Receptor D1 and D2 Polymorphisms and L‐dopa‐induced Dyskinesia” 2. “The Premotor Symptoms: Their Place in the Pathophysiology and Their Predictive Value in Early Identification of Parkinson’s Disease with Future Applicability in Disease‐Modifying Treatment, a longitudinal study”
We organised Summer Schools in 2009 (Adana) with 16 participants from 8 countries 3. “A Randomized Multi Centre Double Blind Study to Compare and in 2010 (Ljubljana) with 12 TCA’s and SSRI’s to Optimal Treated PD Patients with depression” participants from 9 countries. The first edition yielded original research questions, yet due to flaws in Summer School design the “realistic & relevant research projects” were not achieved. Students had to start drafting their project plan over again 3 times, without being able to continue working on it. Even though this happened, students continued to work highly motivated until the end. The main design flaw was: choice of research question needs adequate expert supervision. We improved expert involvement in diversity of disciplines as well as numbers in 2010 and this helped us improve outcomes. Evaluation results indicate that we achieved our objectives.
Conclusion
1) Some “Real” education and social science research needs to Working towards a concrete and useful outcome while being happen to fully understand the learning experience which we 3 dependent on each other fosters teamwork (contrasting with small created for our students and 2) to understand if they are group work). A set of guiding questions (Figure 1) as well as a different or the same as “regular” students. 3) With a structured form assist the students with shaping the Summer longitudinal study, we hope to gain insight in School outcome. participants’carreer choices. Peer Review Research projects were reviewed by an international panel of experts, consisting of different disciplines as well as young researchers (2010 edition), and a large panel of Dutch patients (2010 edition). Expert role The experts give expert content feedback to the participants. An expert researcher a “expert teacher” may have different skills4,5,6,7 .
References 1. 2. 3. 4. 5. 6. 7.
Borges, How,When and Why do Physicians Choose Careers in Academic Medicine? A Literature Review, Academic Medicine 2010 Straus, Career choice in Academic Medicine, a Systematic Review. Journal of General Internal Medicine 2006. Katzenbach, The Discipline of Teams, Harvard Business Review 1993 Harden, The Good teacher is more than a lecturer – twelve roles of the teacher, AMEE Guide 20 , Medical Teacher Vol 22 No 4, 2000 Steinert, A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No 8, 2006 Paukert et al ‐ How Medical Students and residents describe the roles and characteristics of their influential clinical teachers, Academic Medicine 2000 Mertens et al – Professionalisation and education, European Journal of Teacher Education 1994
