Fig. 1
A framework for professional organizational development towards sustainable high-quality medical teaching
Box 1
Organizational and Faculty initiatives at the RUNMC
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Organizational development |
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(a) A system of teacher qualifications |
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The RUNMC has developed and implemented a unique framework of teaching competencies, focused on the preclinical and clinical (setting of) medical education. All teachers are required, helped by a coach (a trained peer), to obtain a teacher qualification by completing an organized track, including the construction of an educational portfolio. There are four qualification levels (start, basic, extended, full), fitting different teaching roles in three types of education (theoretical education, clinical education, and research internships). Qualification plays a role in the Educational Service Level Agreements and in the (Junior) Principle Lecturer system as discussed below. |
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(b) Educational service level agreements |
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Educational Service Level Agreements are made between the Dean of the Faculty and the departments, and addressed in quarterly meetings. A future-oriented staffing table for education is established, giving an overview of the needed teachers (and their teacher qualifications) for the education within the department, now and for the upcoming years. |
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(c) (Junior) Principal lecturer predicates |
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Teachers who have a leading role in education can be awarded a (Junior) Principal Lecturer predicate, which means a teacher can become a professor based on an outshining role in medical education. Also, the (J)PL predicates bring a financial bonus for the department of the teacher. |
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(d) Subsidized innovation and research projects in medical education |
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As of 2011, departments can apply yearly for funding that is awarded to encourage innovation and research projects in the field of medical education. |
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Faculty development |
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(e) Teach the teacher courses |
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Teachers at different levels need various types of training [23]. Teach the teacher courses are offered in all three types of education described within the system of Teacher qualifications. |
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(f) Guided reflective group sessions and coaching for teachers |
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Coaching |
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Coaching to professionalize teaching is offered in two ways: |
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(1) During the track to obtain a teacher qualification |
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A teacher who wants to obtain a (higher) teacher qualification follows a track with a coach. |
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(2) Professional coaching on a specific coaching question or learning objective |
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Teachers, whether or not they are on a track to a higher teacher qualification, can also get professional coaching in education, focused on a specific learning objective. |
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Guided reflective group sessions |
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During guided reflective group sessions, teachers exchange questions that relate to their teaching practice. For some groups of teachers in parts of the curriculum (e.g., during clerkships) attending these sessions at set times is obligatory. |
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(g) Peer review |
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Many forms of peer review are present in a track for obtaining a teacher qualification. Teachers work on their learning objectives of their personal development plan, and discuss their approach and progress with the trajectory coach (a peer). In a number of courses, peer observation of teaching is implemented. |