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

1. Clinical and laboratory testing

The participants ...

  • explain characteristics of competence-based teaching, testing and assessment and their use in a real learning and teaching context (e.g. Teachable Moment, Workplace-based Teaching and Assessment, OSCE, Mini-CEX, EPA)
  • explain a typical teaching process and discuss possible variations of the methods (formative vs. summative, global rating, scores, ...)
  • develop operationalized audit objectives for a subject-specific audit and implement these in an evaluation sheet with defined evaluation criteria
  • use effective feedback methods to increasingly stimulate independent work.

2. Interprofessionalism (from winter semester 2020/2021)

3. Digitisation in teaching

The participants ...

  • recognize digitisation as a significant global development and outline digital trends in society, higher education and medicine
  • can assess concrete challenges and development needs arising from increasing digitisation
  • weight relevant competences of students and teachers in the context of digitisation and weigh up the use of digital media in educational and professional contexts in terms of professionalism and diversity
  • evaluate selected digital teaching / learning settings and methods (including learning platforms, flipped classroom, video usage, collaborative working) and can implement them.

4. 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.

5. 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.