Matrix for the evaluation of teaching skills in the Faculty of Medicine

Transcription

1 Matrix for the evaluation of teaching skills in the Faculty of Medicine The purpose of this matrix is to determine clear and transparent assessment criteria. The matrix should support the evaluation of teaching skills. The matrix aids in the comparison of the teaching qualifications of various applicants for teaching positions and the assessment of the teaching qualifications of prospective docents. Evaluation Passable Satisfactory Good Very good Excellent 1. Pedagogical 1 A small amount of Some A fair amount of pedagogical studies or A large amount of A very large amount of Docentship Teaching position 1 cr 2 (e.g., pedagogical orientation) 1 cr (e.g., pedagogical orientation) Fewer than 5 cr (e.g., 1.5 cr Basics of PBL, or equivalent short ) Fewer than 5 cr (e.g., 1.5 cr Basics of PBL, or equivalent short ) 5 cr Higher education pedagogy or other studies in the field with an equivalent scope 10 cr Higher education pedagogy 10 cr Higher education 5 cr Higher education pedagogy as well as the special 3 25 cr Higher education 10 cr Higher education pedagogy as well as the special 25 cr Higher education 10 cr Higher education pedagogy as well as the special Degrees and studies providing qualifications as a teacher 60 cr Higher education 25 cr Higher education pedagogy as well as the special 1 University of Helsinki, other university or other equivalent provider (e.g., Association for Medical Education in Finland, Finnish Medical Society Duodecim, Finska Läkaresällskapet, Finnish Medical Association, Finnish Dental Society Apollonia and Pro Medico) 2 1 cr = an average workload of 27 hours (1.5 x credit unit in the previous degree system) 3 Special :

2 Evaluation Passable Satisfactory Good Very good Excellent 2. Practical teaching Undergraduate education Little teaching Some teaching A fair amount of continuous teaching Sporadic teaching Less than 2 years of full-time teaching 2 years of full-time teaching 6 A large amount of continuous teaching 5 years of full-time teaching A wide range of education A very large amount of continuous teaching 10 years of full-time teaching A very wide range of education 2.2. Postgraduate education and/or professional postgraduate and continuing education as well as doctoral education No supervised theses or 1 2 supervised theses or 3 5 supervised theses or 6 10 supervised theses or More than 10 supervised theses or 2.3. Supervision of theses and of different s 5 a) Bachelor s thesis (6 8 cr) b) advanced-studies thesis (20 cr) c) Master s thesis (40 cr) d) doctoral dissertation 4 The application documents must describe the amount and nature of teaching in relation to the position applied for and its field, if specified, as well as indicate the diversity of the teaching. 5 Applicants must list the registered, completed and uncompleted theses and (number), their titles and authors, as well as the relevant units (university or other institution of higher education) and year of completion. 6 The good teaching skills required for a docentship require at least two years of full-time teaching. The docentship committee can use the evaluation matrix to assess the sufficiency of other evidence provided by the applicant.

3 2.4. Expertise in various learning methods and environments 7 No evidence of expertise in various learning methods and/or environments, or narrow expertise Some evidence of expertise in various learning methods and/or environments expertise in various learning methods and/or environments A large amount of evidence of expertise in various learning methods and/or environments evidence of expertise in various learning methods and/or environments 2.5. Development of one s teaching, learning methods and assessment methods No evidence of development Routine-like provision of teaching Some evidence of development development; substantial evidence in one s own discipline and/or unit A large amount of evidence of development; substantial evidence in one s own degree programme and/or faculty evidence of development at the university ; substantial evidence at the national and/or international 3. Production of learning 3.1 University- publications and learning Textbooks 3.3 Pedagogical publications 9 Passable Satisfactory Good Very good Excellent published little learning Has published no textbooks Has produced no pedagogical publications or abstracts published some learning Has produced some textbooklike (e.g., handouts and manuals) Has produced a national pedagogical abstract published a fair amount of highquality learning Has participated in the writing of a textbook text as a member of a work group Has produced an international pedagogical abstract published a large amount of high-quality and diverse learning Has had primary responsibility for writing a section of a textbook Has produced a national pedagogical publication published a very large amount of high-quality and diverse learning Has participated in editing a textbook or has written a textbook Has produced an international pedagogical publication 4. Other teaching merits Passable Satisfactory Good Very good Excellent 7 Learning methods include lectures, interactive lectures, problem-based small group teaching, practical assignments, individual supervision, mentoring and web-based teaching. Learning environment typically means locations, facilities, communities or approaches that have been pedagogically designed to support and promote learning (e.g., virtual and mobile learning environments, skills workshops, health centres or hospitals). [EVALUATION MATRIX] 8 Evidence must be presented, and the publisher must be specified (web addresses, etc.). Publications and learning prepared for other s of the education system must also be separately listed. 9 Applicants must present their publications on educational development, teaching experiments or other research on higher education.

4 4.1. Participation in curriculum design, academic administration and the preparation of documents that guide teaching Teaching responsibilities and other teaching merits Little or no participation No responsibility for other than one s own teaching (e.g., individual lectures) Sporadic participation in a work group or close equivalent at the department/institute/discipline teaching as part of a course the department/institute/unit teaching as part of a course and participation in the development of the course (e.g., as the coordinator of a multidisciplinary course) the degree programme/faculty teaching and the coordination and development of a course (e.g., as a course coordinator) the university/national/international teaching as well as extensive study modules and their development and coordination with other courses 5. Feedback on teaching Passable Satisfactory Good Very good Excellent 5.1. Student feedback and other feedback on one s teaching and the use of such feedback in the further development of one s teaching 5.2. Awards, recognition and grants 11 No evidence of student feedback Some evidence of student feedback student feedback and its use in the further development of one s teaching A large amount of diverse evidence of student, peer and expert feedback and its use in the further development of one s teaching Teaching award/recognition at the discipline/department/institute /unit/degree programme diverse evidence of student, peer and expert feedback and its use in the further development of one s teaching University- teaching award/recognition 10 Applicants must report the work groups, committees and councils of departments, institutes, degree programmes, the Faculty and the University as well as external bodies associated with education in which they have participated, and must describe the nature and duration of their activities in them (e.g., chair, member, deputy member, expert member). 11 E.g., a grant received for the development of teaching; the provider/source and the year must be indicated.

5 6. Demonstration of teaching skills Passable Satisfactory Good Very good Excellent 6.1. Previous teaching demonstrations for teaching positions 12 An approved teaching demonstration 6.2. Teaching demonstration for the position applied for Applicants must report their previous lectures associated with docentships as well as demonstration lectures given for previous teaching positions, together with the year and grade. 13 Teaching demonstrations may include a preliminary assignment. The demonstrations are assessed using a separate form (Flamma link).