OP-Journal 2022; 38(01): 53-56
DOI: 10.1055/a-1693-0639
Fachwissen

Kursevaluation in AO Trauma-Veranstaltungen – was haben wir gelernt?

Course Evaluation in AO Trauma – What Have We Learned?
Monica Ghidinelli

Zusammenfassung

Um den Erfolg und die Effektivität von Fortbildungsveranstaltungen zu ermitteln und die Qualität der medizinischen Fortbildung zu verbessern, brauchen Kursanbieter, Dozierende und Instruktoren von praktischen Übungen Zugang zu klar strukturierten und umfangreichen Evaluations- und Assessmentdaten. Die AO führte 2016 ein neues, schlankes und einheitliches Evaluations- und Assessmentsystem ein, das AO Trauma Deutschland seit 2019 benutzt. Die erstellten Berichte haben den Dozierenden ermöglicht, die Fortbildungsveranstaltungen den Bedürfnissen der Teilnehmer anzupassen. Das neue System hat es den verschiedenen Komitees auch ermöglicht, zukünftige Fortbildungsveranstaltungen zu planen und die Qualität der medizinischen Weiterbildung stetig zu verbessern. Insgesamt waren die von AO Trauma Deutschland angebotenen Veranstaltungen erfolgreich und wurden den Bedürfnissen der Teilnehmer/-innen gerecht.

Abstract

To determine the effectiveness of educational events and improve the quality of continuing medical education (CME), course providers and medical faculty instructors must have access to structured and consistent collection and reporting of evaluation and assessment data. In 2016 the AO implemented a new streamlined and consistent evaluation and assessment system that AO Trauma Germany have used since 2019. The generated reports have helped faculty to adjust educational events to meet the needs of participants. The new system has also helped committees to plan future educational events and to improve the quality of CME on an ongoing basis. Overall, the AO Trauma Germany educational activities were effective and met participant's needs



Publication History

Article published online:
28 February 2022

© 2022. Thieme. All rights reserved.

Georg Thieme Verlag KG
Rüdigerstraße 14, 70469 Stuttgart, Germany

 
  • Literatur

  • 1 Campbell C, Silver I, Sherbino J. et al. Competency-based continuing professional development. Med Teach 2010; 32: 657-662
  • 2 Alkin M, Taut S. Unbundling evaluation use. Stud Educ Eval 2003; 29: 1-12
  • 3 Moore jr. DE, Green JS, Gallis HA. Achieving desired results and improved outcomes: integrating planning and assessment throughout learning activities. J Contin Educ Health Prof 2009; 29: 1-15
  • 4 Kern DE, Thomas PA, Hughes MT. et al. Curriculum Development for Medical Education: A Six-Step Approach. Baltimore, MD: The Johns Hopkins University Press; 2009
  • 5 Guenova M, Schäfer R, Palange P. Independent Continuing Medical Education (CME)/Continuing Professional Development (CPD) Must Deliver Unbiased Information. J Eur CME 2019; 8: 1690321
  • 6 World Health Organization (WHO). Regional guidelines for continuing medical education (‎CME/continuing professional development (‎CPD)‎ activities. WHO Regional Office for South-East Asia, ‎2010. Im Internet (Stand: 02.05.2020): https://apps.who.int/iris/handle/10665/205767
  • 7 Institute of Medicine (US) Committee on Planning Health Professional Education Institute. Redesigning Continuing Education in the Health Professions. Washington, DC: The National Academies Press (US); 2010
  • 8 CEPD (continuing education & professional development) strategic planning retreat participants. Academic strategic plan 2011–2016: better education better outcomes. 2011 Im Internet (Stand: 03.05.2020): http://www.cpd.utoronto.ca/reports/CEPDStrategicPlan2011-16.pdf
  • 9 Ghidinelli M, Cunningham M, Uhlmann M, Rickli A, Rüetschi U. Designing and Implementing a Harmonized Evaluation and Assessment System for Educational Events Worldwide. In: Berry G, Taha WS, Subramaniam C, eds. Learning in the AO: Looking Back and Moving Forward. J Orthop Trauma 2021; S5-S10 Im Internet (Stand 26.08.2021): https://journals.lww.com/jorthotrauma/Documents/Learning in the AO_Looking Back and Moving Forward.pdf
  • 10 Cunningham M, Kates S, Blauth M. Using a commitment to change tool for evaluation and planning of a global competency-based curriculum in orthogeriatrics. J Contin Educ Health Prof 2014; 34: 123-130
  • 11 Fox R, Miner C. Motivation and the facilitation of change, learning and participation in educational programs for health professionals. J Cont Educ Health Prof 1999; 19: 132-141
  • 12 Younas A, Shah I, Lim TC. et al. Evaluating an International Facial Trauma Course for Surgeons: Did We Make a Difference?. Craniomaxillofac Trauma Reconstr Open 2021; 6 DOI: 10.1177/24727512211019245.
  • 13 OʼMalley NT, Cunningham M, Leung F. et al. Early Experience in Implementation of a Learning Assessment Toolkit in the AOTrauma Geriatric Fracture Course. Geriatr Orthop Surg Rehabil 2011; 2: 163-171