TutorMeDi introductory module – Foundations of Medical Education Eva Bibrack (#EB1)
Brief Description
Students who want to work as tutors at the Medical Interprofessional Training Center (MITZ) and take on teaching work as part of this receive fundamental didactic qualifications during the initial training phase as part of the “TutorMeDi” modular qualification program. This comprises the asynchronous online introduction module “Foundations of Medical Didactics,” which provides basic didactic knowledge.
Keywords
- Flexible
- Targeted audience
- Toolbox
TutorMeDi introductory module – Foundations of Medical Didactics: Eva Bibrack (#EB1)
What makes this gem special?
What sets the introductory module “Foundations of Medical Didactics” apart is that its teaching plan is specifically tailored to the target audience. The online course on OPAL enables the tutors to adapt the module to their schedules, allowing maximum flexibility and facilitating the transition to teaching as a tutor. In addition, intuitive course navigation makes the sequence and structure of the course easily comprehensible. This is made possible by pictograms that are introduced at the start of the course and repeatedly appear in the individual course components. Furthermore, the tutors are repeatedly addressed directly in the course and within the various teaching units, ensuring “moderation” of their progress through the content. Since tutors take this module in the initial training phase, it is particularly important to us that the tutors also get to know each other. So, they are asked at the start of the course to submit a brief personal description, including their semester of study, their degree program and which MITZ training station they supervise. This provides the tutors with a basis for networking with each other and entering into a more meaningful dialogue. The individual teaching units are designed uniformly, commencing with a thought-provoking statement followed by a warm-up task to consolidate the information provided and concluding with a complex task where students apply what they have learned. The learning objectives are always clear, as is approximately how much work is expected. The units can be completed as students please; there is no set sequence. The opportunity to contact the teaching staff of the course ensures that tutors can ask questions and communicate feedback. The course is supervised by a trained tutor who remains available to answer questions, checks the submitted tasks and formulates feedback for the participants.
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Organizational unit
Carl Gustav Carus Faculty of Medicine, Medical Interprofessional Training Center (MITZ)
Course size
31 to 100 students
Voting ID
#EB1