Přijďte diskutovat o reformě curricula s americkou neurobioložkou dr. Sarah Leupen, certifikovanou lektorkou pro oblast student-centered learning a metody team-based learning. Workshop moderuje prof. Petr Marusič. Ve čtvrtek 27. 4. v 9.30 v Pelouchově posluchárně.
Sarah Leupen, Ph.D., is a senior lecturer in the Department of Biological Sciences and the Honors College at the University of Maryland Baltimore County (UMBC), Maryland, USA, where she teaches physiology, anatomy, reproduction, and other topics and has received multiple teaching awards. She frequently leads workshops in active-learning and evidence-based teaching techniques, especially collaborative learning practices, and performs pedagogical studies evaluating the effectiveness of various techniques. She is also involved in efforts to research and implement an increasing emphasis on quantitative thinking in biology education. For academic year 2016–2017, she is a Fulbright Scholar at Charles University's Faculty of Medicine in Pilsen, where she trains teachers in active-learning techniques and teaches physiology.
What institution and country are you from? What is your main area of professional interest (both as a scientist and in connection with the curriculum at medical schools)?
I am from the University of Maryland Baltimore County (UMBC) in Baltimore, USA. I was trained as a neurophysiologist, but my current major area of professional interest and expertise is improving university science education, including medical education. One thing many medical schools have done over the past 25 years is change the structure of their curricula with the goal of improving the quality of physicians they produce, so I think it makes sense to look critically at the data and say: does that work? And specifically, what changes and practices are effective?
How long and where have you stayed in the Czech Republic? Why did you choose to come to our country?
I am here from September 2016 – June 2017 at the Medical Faculty in Plzen, both teaching and working with faculty to discuss and improve educational practices. Charles University's Vice Rector for Education, Milena Králíčková, and I are former colleagues (she had a Fulbright Fellowship to study at Harvard, where I was doing my postdoctoral research, and now I have a Fulbright Fellowship to work here, so we both are thankful to the Fulbright commission!), and we discussed the possibility of me spending a year here, and we thought we could both benefit.
Are you familiar with the Czech system of medical education? In case you are, how does it stand in comparison with the medical education in the United States or Western Europe? What changes should be done in the way we teach our students of medicine?
Czech medical education is quite similar overall to medical education in Western and the rest of Central Europe. On the surface, Czech and U.S. systems are very different (U.S. students have four undergraduate years at university, and then four years of medical school), but in my experience the total amount of time spent on different basic science as well as clinical topics is about the same in the U.S. and Europe, and the curricula are often quite similar as well.
As for changes that should be done, I think to some degree this depends on the institution and its students and teachers. However, we now have very strong evidence for some specific changes. In particular, students should be given frequent opportunities in class to use or apply the information they are learning, starting from the beginning of medical school; there are many different ways to accomplish this, so a method can be chosen that suits a particular teacher or institution. Additionally, the evidence is overwhelming that students learn more when their understanding are more frequently assessed; this could be through having more exams (not just one exam at the end of the semester), or through other methods, such as asking students conceptual questions during class or having students complete quizzes online.
Which audience would benefit from your workshop – students or faculty members? What can they expect and why should they attend it?
It is ‘aimed’ at faculty and administrators, who may be curious about the evidence of what kinds of curricular changes are effective. However, students are certainly welcome and may also be curious about this question.
Záznamy seminářů na téma rozvoje pedagogických kompetencí doktorandů a akademických pracovníků Univerzity Karlovy, které vede hostující profesorka Sarah Leupen v letním semestru akademického roku 2016/2017, jsou ke zhlédnutí na youtube kanálu univerzity:
- Introduction to Evidence-Based Teaching: What Does the Evidence Say about How We Should Teach? (1. 3. 2017)
- Motivating Students (22. 3. 2017)
- But What About Covering My Content? / ‘Content Monster’ (5. 4. 2017)
Playlist je k dispozici zde.
