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Educational Referent in University Hospital

This study explores the role of educational referents in university hospitals, focusing on training, recognition, and interactions with faculty and students. Findings suggest areas for improvement to strengthen the educational team and communication within the institution.

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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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