{"id":14013,"date":"2018-05-04T12:00:40","date_gmt":"2018-05-04T11:00:40","guid":{"rendered":"http:\/\/k2info.w.uib.no\/?p=14013"},"modified":"2018-05-03T11:15:15","modified_gmt":"2018-05-03T10:15:15","slug":"leder-k2nytt-uke-18","status":"publish","type":"post","link":"https:\/\/k2info.w.uib.no\/en\/2018\/05\/04\/leder-k2nytt-uke-18\/","title":{"rendered":"\u201dTeaching isn\u2019t just what I do; it\u2019s who I am\u201d"},"content":{"rendered":"

[:no]\"\"\u201dTeaching isn\u2019t just what I do; it\u2019s who I am\u201d <\/strong>dette var avslutningssitat p\u00e5 foredrag om dokumentasjon av pedagogisk kompetanse ved Ragnhild Sagvoll, UiT. Er din underviserrolle s\u00e5 internalisert at det stemmer for deg?<\/p>\n

De av oss som deltok ble i hvert fall skikkelig inspirert:<\/p>\n

-Hver enkelt av oss fikk l\u00f8fte frem et undervisningsbidrag vi hadde f\u00e5tt godt til (i tr\u00e5d med norsk beskjedenhet riktignok kun i fortrolighet til n\u00e6rmeste seminardeltager og ikke i all offentlighet i plenum)<\/p>\n

-Teori for Team Based Learning ble gjennomg\u00e5tt og gode praktiske eksempler fra undervisning i nyf\u00f8dtmedisin og lunge demonstrert (inkludert bruk av Socrativ)<\/p>\n

-Hva er pedagogisk kompetanse? Diskusjon i plenum samt konkrete r\u00e5d om hvordan starte \u00e5 dokumentere dette ved bruk av pedagogisk mappe.<\/p>\n

M\u00e5let med mappen er todelt: dokumentasjon av egen undervisningskompetanse, nyttig ved s\u00f8knad om\/opprykk i akademisk stilling og i l\u00f8nnsforhandlinger men ogs\u00e5 formativ: en m\u00e5 reflektere over egen undervisning; hva er min undervisningsfilosofi, hvordan har jeg planlagt og gjennomf\u00f8rt undervisning, hvilke metoder er benyttet og hvilken evaluering har jeg f\u00e5tt. Hvordan har min profesjonelle utvikling som underviser v\u00e6rt. Hva har jeg f\u00e5tt til (fortjent selvskryt) men ta ogs\u00e5 med hva som evt. har v\u00e6rt hindre eller vanskeligheter.<\/p>\n

Hvordan begynne? Lag en mappe(!) p\u00e5 PC-en der du fortl\u00f8pende legger inn (kort, stikkord) hva du gj\u00f8r av undervisning, b\u00e5de praktisk (bed-side evt bench-side for dem med labarbeid!), grupper, forelesninger, eksamensarbeid men ogs\u00e5 deltagelse i studieplanarbeid (faculty developement) og evt. tilbakemeldinger til undervisningsarbeid. S\u00e5 kanskje etter et halv\u00e5r pr\u00f8ve \u00e5\u00a0 reflektere over hva du har gjort og om det er grunn til endring fremover?<\/p>\n

Til inspirasjon ble det ogs\u00e5 utdelt K2s undervisningspris, for 2017 tilfalt \u00a0den Ketil Grong for hans viktige innsats for \u00e5 innf\u00f8re OSKE (objektiv strukturert klinisk eksamen). Dette er en radikal endring av v\u00e5r eksamensform mhp testing av klinisk, praktiske kunnskaper og han har g\u00e5tt p\u00e5 med krum hals, stor faglig tyngde og man\u00f8vrert st\u00f8dig slik at vi faktisk har endret kurs og styrer mot \u00f8nsket m\u00e5l; \u00e5 benytte en evidensbasert eksamensform for \u00e5 evaluere v\u00e5re studenter. Takk for innsatsen og gratulerer med pris Ketil![:en]\"\"\u201dTeaching isn\u2019t just what I do; it\u2019s who I am\u201d<\/strong> This was the final slide of the lecture by Ragnhild Sagvoll, UiT regarding documentation of educational competence during the K1-K2 education seminar this week. Is your teaching role so internalized that this fits you?<\/p>\n

Those of us who participated were at least properly inspired:<\/p>\n

-Each participant presented a recent teaching contribution he\/she was proud of (albeit, in line with Norwegian modesty, only in confidence to the nearest seminar participant and not publicly in the auditorium).<\/p>\n

-Theory regarding Team Based Learning was presented and good practice examples from teaching in neonatal and pulmonary medicine demonstrated (including use of Socrativ).<\/p>\n

-What is pedagogical competence? This was discussed in plenary and specific advice on how to start documenting this using teaching portfolio was given.<\/p>\n

The aim of the teaching portfolio is two-fold: documentation of own teaching competence, useful when applying for\/promotion in an academic position and in wage negotiations, but also formative: to reflect on my own teaching; What is my teaching philosophy, how have I planned and implemented my teaching, which pedagogical methods have been used and which evaluation have I received. How has my professional development been. What have I achieved (well deserved self-praise) but preferably also include possible obstacles or difficulties regarding teaching development.<\/p>\n

How do you start to build a teaching portfolio? Create a folder on your computer where you enter (short, key words) what you do of teaching, both practical (bed-side, possibly bench-side for those with lab work!), group activities, lectures, examination work but also participation in faculty development and any feedback on your teaching. Perhaps after half a year try to reflect on what you have done and if there may be reasons for implementing changes.<\/p>\n

As another inspiration: K2’s educational prize for 2017 was awarded Ketil Grong for his important effort to introduce OSCE (objective structured clinical examination). This is a radical change in our exam form for testing of clinical skills. He took on this task, started out using his esteemed professional medical competence as well as military experience and have maneuvered steady so we have actually changed course and now steer towards the desired goal; to use an evidence-based exam form to evaluate our students. Thank you for your efforts and congratulations Ketil![:]<\/p>\n","protected":false},"excerpt":{"rendered":"

[:no]\u201dTeaching isn\u2019t just what I do; it\u2019s who I am\u201d dette var avslutningssitat p\u00e5 foredrag om dokumentasjon av pedagogisk kompetanse ved Ragnhild Sagvoll, UiT. Er din underviserrolle s\u00e5 internalisert at det stemmer for deg? De av oss som deltok ble…<\/p>\n

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