Professionalism - Interprofessionalism - Science

The following learning objectives are worked on for the thematic priorities:


1. Development of professional and inter-professional attitudes

The participants ...

  • reflect on their own perception of professionalism and assess the importance of professional attitudes and behavior in everyday medical and scientific work (health care, research, teaching)
  • reflect on how they deal with errors in their daily work / in teaching / in research, their lived error culture and error management
  • explain criteria of diversity / heterogeneity on the basis of their own teaching / professional experience, taking into account the causes and consequences of disadvantages
  • evaluate methods / teaching formats / strategies for promoting (inter)professionalism and strengthening individualization and reflect on ways in which they themselves can explicitly incorporate the topic into their teaching.

2. Development of professionalism using the example of scientific competence

The participants ...

  • guide and accompany students and doctoral candidates - adapted to their level of learning - in order to promote critical self-reflection and in consideration of the standards of good scientific practice, ethics and patient safety
  • analyse and improve interdisciplinary competences relevant in the scientific environment with appropriate strategies
  • clarify roles and responsibilities in this process on both sides and implement these in adapted support models (tutoring, coaching, mentoring). 

3. Development of a competency-based teaching project*

The participants…

  • design a teaching-related project according to current needs in medical education, take into account general and local conditions and locate it within the given curricular context
  • research appropriate (medical) didactic resources as well as professional and other sources for evidence-based teaching in the sense of the scientific nature of teaching
  • outline - for themselves and others in a forward-looking manner - the feasibility and implementation of the project (e.g. responsible persons, planning steps, time horizon)
  • reflect and communicate challenges, potentials and deficits of a project.

4. Creation of a teaching portfolio*

The participants ...

  • can explain the possible uses of a teaching portfolio (self-reflection, application documents and preparation for an interview) and weigh up the appropriate priorities
  • design a personal teaching portfolio with teaching experience, teaching philosophy, teaching quality and teaching-related further education and select meaningful evidence
  • are able to present their own strengths and potential in a goal-oriented manner by reflecting on their own teaching qualifications and gain realistic perspectives for the further development of their own teaching competence.

*Note: In this course, a rough concept is created in each case, which can then be further developed independently in the practical phase.