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Evaluation and consequences of teaching competence: Scandinavian developments.

D Mårtenson, J Nystrup

    Medical Education
    |November 1, 1984
    PubMed
    Summary

    Medical schools often devalue teaching despite its importance. This study explores methods to systematically evaluate teaching competence, similar to scientific merit, to improve academic recognition.

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    Area of Science:

    • Medical Education
    • Academic Evaluation

    Background:

    • Medical schools prioritize healthcare, research, and teaching.
    • Teaching ability is often undervalued in academic appointments, despite its stated importance.
    • Concerns exist regarding the systematic and reliable evaluation of teaching skills.

    Purpose of the Study:

    • To report on a survey of Scandinavian medical schools regarding the relative importance of scientific and teaching merit.
    • To explore methods for evaluating teaching competence in academic settings.
    • To advocate for increased recognition of teaching skills in medical education.

    Main Methods:

    • Survey of medical schools in Scandinavia.
    • Analysis of activities from the Nordic Federation for Medical Education task force.
    • Review of developments at the Karolinska Institute.
    • Inclusion of qualitative and subjective considerations for skill evaluation.

    Main Results:

    • The study reports on the relative importance of scientific and teaching merit in Scandinavian medical schools.
    • Developments from Nordic and Karolinska Institute initiatives are presented.
    • Suggestions for evaluating teaching skills, incorporating qualitative aspects, are provided.

    Conclusions:

    • Teaching competence can be systematically evaluated, drawing parallels with scientific merit assessment.
    • There are established methods for considering the qualitative aspects of teaching skills.
    • Increasing the value and recognition of teaching skills in medical education is advocated.

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