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Educational Referent in University Hospital

Educational Referent in University Hospital. Philippe BARRIERE Maître de Conférence – Praticien Hospitalier Chirurgie Maxillo-Faciale. Introduction. Created in Strasbourg in 2007 Follows from hospital organization Clinical departments combination “ Pôles ”. Referent ’ s role.

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Educational Referent in University Hospital

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  1. Educational Referent in University Hospital Philippe BARRIERE Maître de Conférence – Praticien Hospitalier Chirurgie Maxillo-Faciale

  2. Introduction • Created in Strasbourg in 2007 • Follows from hospital organization • Clinical departments combination • “Pôles”

  3. Referent’s role • Organization and coordination of: • Theoretical education • Clinical medical students training courses in the clinical departments • Educational team • Fully qualified teachers: Professor, Master of Conference • Temporary teachers: Assistants

  4. Difficulties • Recent audit of the referent’s function • Email questionnaire • 36 questions • Yes/No • Simple or multiple choice response • Free comments

  5. Results and discussion • Response rate: 50% • 11 / 22 • Demographic data • 10 Professors • 1 “Master of conference” Need of expertise?

  6. Naming modalities • The only volunteer: 7/11 • Among them One “named volunteer” • Means: Unrecognized function • Content • Means of action

  7. Referent’s training • IU Diploma in Medical Pedagogy: 7/11 • How referents feel about trainng to the function: • 1/11 name the Medical Pedagogy Diploma • 10/11 declare no specific training • Unrecognized function • New lecture in the Medical Pedagogy Diploma

  8. Geographical data • One referent for 5 departments (2-7) • 7 poles are monodisciplinary ones • 4/11 poles made of adjoining departments • 2/11 poles different buildings in the same site • 3/11 poles different sites • Geography may reduce contacts in the educational team

  9. Educational team ? • Mean workforce: 12 members • Professors 6 (2-7) • Master of conference 1 (0-3) • Assistants 6 (2-10) • Geographical scattering • Hierarchy relationships • Educational vocation vs obligation

  10. Recognition of the referent • Among the pole’s teachers • Yes 4/11 • May impede the function • Need of communication between referent and the educational team

  11. Recognition of the referent • By the administration of Medical Faculty • Yes 9/11 • Problem when referent ≠ head of department • Information still destinated to head of department • Need of the better communication from the Faculty • Mailing list ? • Annual meeting of referents ?

  12. Recognition of the referent • By the students: 4/11 feel recognized • Bad public exposure of the function • Students are posted in a department, not in a pole • Need of specific meeting between referent and students • Create a true pedagogical relationship • Ameliorate problems recognition

  13. Referent / teachers interactions • 6/11: no interactions • Interaction subjects: • Planning and logistics: 4/11 • Teaching program: 3/11 • Technics in pedagogy: 2/11 • Administration tasks > educational action

  14. Conclusion of the audit • Better primary training • IU Diploma with specific lecture on the “referent” • Ameliorate public exposure of the referent • Reinforce the educational team • Ameliorate educational problem recognition • Improve the communication • In the educational team • Between Faculty and referents

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