Educational Activities among Teaching Faculty at Health, Aarhus University – Faculty Development Questionnaire 2016

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Q17: How many students did you you teach during your last complete calendar week? (n = 61) 40 34 31 30 20 20 15 10 0 0 151-500 students More than 500 students 0 None 1-10 students 10-50 students 51-150 students Figure 9.17: Number of students taught/supervised during last complete calendar week. Q18: How many confrontation hours do you have a year? (n = 61) 30 25 25 21 20 15 15 10 5 7 8 10 11 3 0 0 hours 1-20 hours 20-50 hours 50-100 hours 100-150 hours Figure 9.18: Number of confrontation hours per year. Confrontations hours are face-to-face supervision meetings or taught lessons. Page 52 150-200 hours 200-250 hours More than 250 hours Eva Lykkegaard Poulsen Mette Krogh Christensen Bente Vigh Malling Andreas Bennedsen EDUCATIONAL ACTIVITIES AMONG TEACHING FACULTY AT HEALTH, AARHUS UNIVERSITY Faculty Development Questionnaire 2016 Report from Centre for Health Sciences Education, AU Table of contents 1 S UMMARY 3 2 B ACKGROUND 7 2.1 Purpose and use of results ________________________________________________________ 7 2.2 Description of the Faculty Development Questionnaire ____________________ 8 2.3 Distribution process and completion status ___________________________________ Appendix 2: Reports for the individual departments at Health ________________ 35 2.1 Department of Clinical Medicine 35 2.2 Department of Biomedicine 42 2.3 Department of Public Health 49 2.4 Department of Forensic Medicine 56 2.5 Department of Odontology (including the School of Dentistry) 63 2.6 S 1 Summary This report concerns educational activities and pedagogical competences and qualifications among scientific faculty at Health, Aarhus University (AU). At Health, AU, one strategy for accomplishing high-quality programs for students is fostering well qualified teachers through faculty devel C ONCLUSION 1: S UPPORT T AILORED FACULTY DEVELOPMENT AT INDIVIDUAL DEPARTMENTS The individual departments showed highly context- Perspectives: Due to the variation in specific results pertaining to pedagogical knowledge teaching obligations in the departments at and qualifications. However, overall C ONCLUSION 3: E DUCATIONAL -IT NEEDS SPECIFIC ATTENTION Respondents self-reported knowledge about the Perspectives: In continuation of Healths use of IT and Computer in Education was limited strategy it should be considered how to (see section 3.3, Figure 3.5). encourage an increase in the number o C ONCLUSION 6: T EACHERS SPEND LIMITED TIME ON TEACHING ACTIVITIES Respondents most frequently reported between 20 Perspectives: The use of teaching capacity and 50 confrontation hours a year. This result might might be considered as to ensure a higher reflect the high number of part-time employed f 2 Background The mission of Health, AU is to contribute to improving public health through research and educa- tion at a high international level. In order to accomplish education for students at high international level the faculty at Health should possess pedagogic knowledge and skills since all s A strategic aim for accomplishing well qualified teachers and thus being able to create high-quality programs for students - at Health, AU is faculty development. This is thought to be accomplished amongst others by acknowledging teaching tasks to a greater extend and by increasing the number of fa 1. Background information (Q1 Q12): Gender, age, nationality, highest level of formal educa- tion, primary and secondary employments, designation of occupation, department affliction and length of employment. Only teachers/supervisors employed at AU continued the questionnaire from here. 2. Teachin Table 2.1: Response rates distributed among individual departments . Each respondent is only counted once even though they might be teaching at more than one department. Number of Number of Number of Response rate faculty at email responses ( of obtained Health, AU addresses ob- (Q11) e-mail (2015) 3 Teaching and supervision at Health In this chapter we present overall data for respondents of the Faculty Development Questionnaire. Specific data for individual departments will be presented in Appendix 2: Reports for the individual departments at Health. 3.1 Descriptive data Demographic data for 3.2 Teaching activities The number of students taught weekly by the respondents is represented in Figure 3.1, the re- spondents number of confrontation hours a year is presented in Figure 3.2, and their primary teaching forms presented in Figure 3.3 below. Q17: How many students did you you teach du The respondents most frequently reported up to 50 confrontation hours per year, equalling 49 of the respondents having up to 50 confrontation hours a year. The teaching obligations 1 for these respondents are thus met, but most often by teaching approximately two hours a week 6 . Including preparati Q20: Primary teaching forms (n = 474) 50 40 28 30 20 26 19 14 9 10 4 1 0 Lecturing Classroom Small group Laboratory Supervision teaching teaching (up exercises (more than to 10 10 students) students) Clinical teaching Other Figure 3.3: Primary teaching forms. Respondents were allowed to select more Q23: What is your current knowledge related to 'General Educational Concepts'? (n = 444) Limited knowledge Modest knowledge Educational Objectives**** 38 Course and Module Design*** 49 Teaching and Learning Concepts** 34 Emerging Trends and Issues* 52 0 Substantial knowledge 39 23 35 17 45 21 37 25 Q24: What is your current knowledge related to 'Educational Strategies'? (n = 82) Limited knowledge Modest knowledge Use of IT and Computer in Education******** 47 Feedback******* 47 Facilitating Problem-Based Learning****** 61 Bedside and Clinical Teaching***** 76 Substantial knowledge 31 22 25 28 their knowledge limited. For faculty at Health, where bedside and clinical teaching is an important strategy, it is encouraging to see that one third find their knowledge on this strategy substantial. The strategic focus on innovative study environments like educational IT (e.g. the use of Blackboar An experienced teacher is a respondent who has more than 6 years of experience with university teaching (Q19,3 and Q19,4) Lecturing: mean score of knowledge about Lecture and large group teaching (Q24B) correlated to the teaching form Lecturing (Q20,1). Classroom teaching: the mean score of knowledg Q25: What is your current knowledge related to 'Assessment'? (n = 8) Limited knowledge Modest knowledge Substantial knowledge Work based assessment******* 75 13 13 Assessment of Professional Behavior****** 88 13 Assessing using OSCE***** 75 13 13 Assessing using MCQ**** 75 13 13 Assessment using Ess task) when the respondents in this report apparently lack sufficient knowledge about assessment as an integral part of their teaching. 3.3.4 Occupational groups and their knowledge about teaching and learning Table 3.3 below accumulates Figure 3.4, Figure 3.5 and Figure 3.7 as a function of occupati Table 3.3: Respondents self-assessment of their knowledge of Educational Concepts (Q23, Q24 and Q25) by occupational groups (Q10). Student Questions follow the same 4 point scale, where 0 = This topic is not relevant to my work, 1 = Limited knowledge, 2 = Modest knowledge, and 3 = Substantial knowle Not surprisingly, young teachers (student teachers, PhD students and post docs) often report their knowledge as limited (the red code) whereas more tenured faculty on average perceive their knowledge as modest (the yellow code). It is noteworthy that no occupational group self-evaluates their knowle Table 3.4: Pedagogical qualifications. The participant could choose more than one, which is why the percentages do not add up to 100. Pedagogical qualifications (Q21) Total Master's degree (e.g. in education or medical pedagogy) 2 Bachelor's degree (e.g. in teaching, medical education, adult educati Figure 3.8: Fraction of respondents from the individual Health departments that do have some pedagogical qualifications (Q10 and Q21). Student teachers, PhD students and Postdocs have most limited pedagogical qualification. When comparing groups of senior faculty, however, fewer professors than othe participated in educational activities such as mentoring or supervising peers and getting mentored or supervised by peers. This might be considered an area of potential faculty development. In order to highlight the importance of Healths teaching faculty as well-qualified educators and role models f 4 Differences between individual departments In the following a few differences between the individual departments at Health will be provided. 4.1 Pedagogical qualifications across the individual departments Figure 4.1 below illustrates the fraction of questionnaire respondents from each department 4.2 Pedagogical knowledge across the individual departments Table 4.1 below illustrates how respondents from the individual departments assess their pedagogi- cal knowledge. Table 4.1: Respondents self-assessment of their pedagogical knowledge (Q23, 24 and Q25) at each department (Q10). Department D 5 Limitations All results presented in this report should be interpreted with the response rates in mind. We man- aged to obtain email-addresses from 65 of Healths faculty (see section 2.3) and of these only one fourth of the faculty answered the questionnaire. We anticipate that faculty with person 7 Conclusions and perspectives The conclusion of this report can be summarised in six focus areas: 1. Support tailored faculty development at individual departments 2. Young teachers have special challenges 3. Educational-IT needs specific attention 4. Assessment needs specific attention 5. Peer-to- C ONCLUSION 2: Y OUNG TEACHERS HAVE SPECIAL CHALLENGES There is a correlation between respondents teach- Perspectives: Departments (and Health in ing experience and their self-rated pedagogical general) may support young teachers knowledge. Young teachers (student teachers, Ph.D. (student teachers, C ONCLUSION 5: PEER - TO - PEER LEARNING NEEDS TO BE REVITALISE Faculty are to a certain extent involved in pedagogi- Perspectives: It might be considered to cal collaborative activities such as getting mentored revitalise and enhance the use of peer-to- or supervised by other teachers (22 within th Page 32 8 References 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Notat om stillingsstruktur 2013 for videnskabeligt personale ved Universiteter Bekendtgørelse af lov om tidsbegrænset ansættelse 2013; Available from: https://www.retsinformation.dk/forms/r0710.aspx?id=121276. Strategy for the main academic are 9 Appendices Appendix 1: Additional descriptive statistics Table 9.1: Teachers who practice the teaching form (based on Q20) (Q24) Experienced Unexperienced Difference Significance teachers teachers level (2- tailed) Lecturing Classroom teaching (more than 10 stu- dents) Small group teach- ing (up t Number of re- spondents 0 hours 1-20 hours 20-50 hours 50-100 hours Subject Research Table 9.3: Number of confrontation hours a year (Q18) as a function of occupational groups (Q10). 8 22 8 64 15 24 68 27 130 31 13 48 14 472 0 0 0 0 7 4 4 4 2 3 8 2 0 3 25 5 13 33 20 33 22 15 8 29 15 6 14 17 38 14 25 Department 0 hours 1-20 hours 20-50 hours 50-100 hours 100-150 hours 150-200 hours 200-250 hours More than 250 hours Number of re- spondents confrontation have Table 9.4: Number of confrontation hours a year (Q18) as a function of institutional affiliation (Q11). 12 81 139 104 48 25 24 8 33 85 47 25 Appendix 2: Reports for the individual departments at Health In the following subsections the individual departments will be examined. 2.1 Department of Clinical Medicine Table 9.5: Descriptive statistics Background information Number of respondents (full questionnaire) 189 Number of respondents (pa Q17: How many students did you you teach during your last complete calendar week? (n = 219) 57 60 50 40 30 20 16 16 8 10 3 0 151-500 students More than 500 students 0 None 1-10 students 10-50 students 51-150 students Figure 9.1: Number of students taught/supervised during last complete calendar week Figure 9.3: Primary teaching forms. Respondents were allowed to select more than one teaching form. Table 9.7: Pedagogical qualifications. The participant could choose more than one, which is why the percentages do not add up to 100. Pedagogical qualifications (Q21) of respondents Diploma/certifica Q22: Have you participated in any of the following? (n = 216) No, never Yes, more than two years ago Yes, within the last two years Mentoring or supervising 57 14 29 Getting mentored or supervised 50 31 19 Collaborative planning or preparation 32 Observation 37 Educational conferences or seminars 72 Q24: What is your current knowledge related to 'Educational Strategies'? (n = 210) Limited knowledge Modest knowledge Use of IT and Computer in Education******** 39 Feedback******* 26 Facilitating Problem-Based Learning****** 40 Bedside and Clinical Teaching***** 32 Substantial knowledge 44 44 30 37 Page 42 Table 9.8: Respondents' self-assessment of their knowledge of 'Educational Concepts' (Q23, Q24 and Q25) by occupational groups (Q10). Student Questions follow the same 4 point scale, where 0 = This topic is not relevant to my work, 1 = Limited knowledge, 2 = Modest knowledge, and 3 = Substantial kno 2.2 Department of Biomedicine Table 9.9: Descriptive statistics Background information Number of respondents (full questionnaire) 78 Number of respondents (part of the questionnaire) 27 Fraction of females (Q1) 48 Average age (Q2) 43 Fraction with Danish nationality (Q3) 87 Designation of occupation Q17: How many students did you you teach during your last complete calendar week? (n = 85) 38 40 30 22 19 20 12 9 10 0 0 None 1-10 students 10-50 students 51-150 students 151-500 students More than 500 students Figure 9.9: Number of students taught/supervised during last complete calendar week. Q18: 37 40 Q20: Primary teaching forms (n = 85) 29 30 21 20 10 10 0 0 Lecturing 3 0 Classroom Small group Laboratory Supervision teaching teaching (up exercises (more than to 10 10 students) students) Clinical teaching Other Figure 9.11: Primary teaching forms. Respondents were allowed to select more tha Fraction of respondents who do have some pedagogical qualifications (n = 101) 100 100 100 100 82 79 67 75 50 17 25 0 0 0 0 0 0 0 Figure 9.12: Fraction of respondents from the individual Health departments that do have some pedagogical qualifications (Q10 and Q21). Q22: Have you participated in any o Q23: What is your current knowledge related to 'General Educational Concepts'? (n = 81) Limited knowledge Modest knowledge Educational Objectives**** 50 Course and Module Design*** 62 Teaching and Learning Concepts** 48 Emerging Trends and Issues* 62 Substantial knowledge 27 23 20 18 29 23 30 0 25 5 Q25: What is your current knowledge related to 'Assessment'? (n = 81) Limited knowledge Modest knowledge Substantial knowledge Work based assessment******* 71 Assessment of Professional Behavior****** 83 13 5 Assessing using OSCE***** 84 7 9 Assessing using MCQ**** 66 Assessment using Essay and Modi Table 9.12: Respondents' self-assessment of their knowledge of 'Educational Concepts' (Q23, Q24 and Q25) by occupational groups (Q10). N Emerging Trends and Research teacher Questions follow the same 4 point scale, where 0 = This topic is not relevant to my work, 1 = Limited knowledge, 2 = Modest kn 2.3 Department of Public Health Table 9.13: Descriptive statistics Background information Number of respondents (full questionnaire) 47 Number of respondents (part of the questionnaire) 26 Fraction of females (Q1) 58 Average age (Q2) 46 Fraction with Danish nationality (Q3) 95 Designation of occupat Q17: How many students did you you teach during your last complete calendar week? (n = 61) 40 34 31 30 20 20 15 10 0 0 151-500 students More than 500 students 0 None 1-10 students 10-50 students 51-150 students Figure 9.17: Number of students taught/supervised during last complete calendar week. Q18 Q20: Primary teaching forms (n = 61) 50 41 40 30 24 22 20 6 10 7 1 0 0 Lecturing Classroom Small group Laboratory Supervision teaching teaching (up exercises (more than to 10 10 students) students) Clinical teaching Other Figure 9.19: Primary teaching forms. Respondents were allowed to select more t Fraction of respondents who do have some pedagogical qualifications (n = 73) 100 100 100 100 75 100 97 100 64 50 33 25 0 0 0 0 0 0 Figure 9.20: Fraction of respondents from the individual Health departments that do have some pedagogical qualifications (Q10 and Q21). Q22: Have you participated in any Q23: What is your current knowledge related to 'General Educational Concepts'? (n = 55) Limited knowledge Modest knowledge Educational Objectives**** 26 Course and Module Design*** 45 Teaching and Learning Concepts** 24 Emerging Trends and Issues* 45 Substantial knowledge 50 24 42 13 57 19 43 0 25 5 Q25: What is your current knowledge related to 'Assessment'? (n = 54) Limited knowledge Modest knowledge Substantial knowledge Work based assessment******* 53 Assessment of Professional Behavior****** 58 Assessing using OSCE***** 55 Assessing using MCQ**** 50 Assessment using Essay and Modified Essa Table 9.16: Respondents' self-assessment of their knowledge of 'Educational Concepts' (Q23, Q24 and Q25) by occupational groups (Q10). N Emerging Trends and Research teacher Questions follow the same 4 point scale, where 0 = This topic is not relevant to my work, 1 = Limited knowledge, 2 = Modest kn 2.4 Department of Forensic Medicine OBS: Note that there were only 9 complete questionnaire respondents! Table 9.17: Descriptive statistics Background information Number of respondents (full questionnaire) 9 Number of respondents (part of the questionnaire) 3 Fraction of females (Q1) 67 Average age Q17: How many students did you you teach during your last complete calendar week? (n = 11) 50 45 40 30 20 18 18 9 10 9 0 0 None 1-10 students 10-50 students 51-150 students 151-500 students More than 500 students Figure 9.25: Number of students taught/supervised during last complete calendar week. Q Q20: Primary teaching forms (n = 11) 40 35 30 30 20 15 10 10 5 5 0 0 Lecturing Classroom Small group Laboratory Supervision teaching teaching (up exercises (more than to 10 10 students) students) Clinical teaching Other Figure 9.27: Primary teaching form. Respondents were allowed to select more than Fraction of respondents who do have some pedagogical qualifications (n = 12) 100 100 100 75 50 25 25 0 0 0 0 0 0 0 0 0 0 0 Figure 9.28: Fraction of respondents from the individual Health departments that do have some pedagogical qualifications (Q10 and Q21). Q22: Have you participated in any of the Q23: What is your current knowledge related to 'General Educational Concepts'? (n = 8) Limited knowledge Modest knowledge Substantial knowledge Educational Objectives**** 88 13 Course and Module Design*** 88 13 Teaching and Learning Concepts** 75 Emerging Trends and Issues* 75 25 13 0 25 50 75 13 10 Q25: What is your current knowledge related to 'Assessment'? (n = 8) Limited knowledge Modest knowledge Substantial knowledge Work based assessment******* 75 13 13 Assessment of Professional Behavior****** 88 13 Assessing using OSCE***** 75 13 13 Assessing using MCQ**** 75 13 13 Assessment using Ess Table 9.20: Respondents' self-assessment of their knowledge of 'Educational Concepts' (Q23, Q24 and Q25) by occupational groups (Q10). Emerging Trends and teacher N Research Questions follow the same 4 point scale, where 0 = This topic is not relevant to my work, 1 = Limited knowledge, 2 = Modest kn 2.5 Department of Odontology (including the School of Dentistry) Table 9.21: Descriptive statistics Background information Number of respondents (full questionnaire) 26 Number of respondents (part of the questionnaire) 7 Fraction of females (Q1) 58 Average age (Q2) 52 Fraction with Danish nationalit Q17: How many students did you you teach during your last complete calendar week? (n = 31) 40 29 29 30 32 20 10 10 0 0 151-500 students More than 500 students 0 None 1-10 students 10-50 students 51-150 students Figure 9.33: Number of students taught/supervised during last complete calendar week. Q18 Q20: Primary teaching forms (n = 31) 40 30 28 26 19 20 10 19 4 6 0 0 Lecturing Classroom Small group Laboratory Supervision teaching teaching (up exercises (more than to 10 10 students) students) Clinical teaching Other Figure 9.35: Primary teaching forms. Respondents were allowed to select more tha Fraction of respondents who do have some pedagogical qualifications (n = 36) 100 75 67 75 50 50 20 25 0 100 91 100 0 0 20 0 0 0 Figure 9.36: Fraction of respondents from the individual Health departments that do have some pedagogical qualifications (Q10 and Q21). Q22: Have you participated in any of Q23: What is your current knowledge related to 'General Educational Concepts'? (n = 29) Limited knowledge Modest knowledge Educational Objectives**** 32 Course and Module Design*** 52 Teaching and Learning Concepts** 28 Emerging Trends and Issues* 40 Substantial knowledge 54 14 22 26 55 17 52 0 25 5 Q25: What is your current knowledge related to 'Assessment'? (n = 29) Limited knowledge Modest knowledge Work based assessment******* 54 Assessment of Professional Behavior****** 57 Assessing using OSCE***** 52 Assessing using MCQ**** 63 Assessment using Essay and Modified Essay Questions*** 46 Sele Table 9.24: Respondents' self-assessment of their knowledge of 'Educational Concepts' (Q23, Q24 and Q25) by occupational groups (Q10). N Emerging Trends and Research teacher Questions follow the same 4 point scale, where 0 = This topic is not relevant to my work, 1 = Limited knowledge, 2 = Modest kn Page 72 2.6 School of Oral Health Care OBS: Note that there were only 13 complete questionnaire respondents! Table 9.25: Descriptive statistics Background information Number of respondents (full questionnaire) 13 Number of respondents (part of the questionnaire) 18 Fraction of females (Q1) 87 Average age (Q Q17: How many students did you you teach during your last complete calendar week? (n = 24) 60 54 50 38 40 30 20 10 4 4 0 0 151-500 students More than 500 students 0 None 1-10 students 10-50 students 51-150 students Figure 9.41: Number of students taught/supervised during last complete calendar week. Q20: Primary teaching forms (n = 24) 50 36 40 30 24 21 20 7 10 10 2 0 0 Lecturing Classroom Small group Laboratory Supervision teaching teaching (up exercises (more than to 10 10 students) students) Clinical teaching Other Figure 9.43: Primary teaching forms. Respondents were allowed to select more Fraction of respondents who do have some pedagogical qualifications (n = 26) 100 78 75 50 50 25 0 0 0 0 0 0 0 0 0 0 0 0 Figure 9.44: Fraction of respondents from the individual Health departments that do have some pedagogical qualifications (Q10 and Q21). Q22: Have you participated in any of the fol Q23: What is your current knowledge related to 'General Educational Concepts'? (n = 19) Limited knowledge Modest knowledge Educational Objectives**** 19 Course and Module Design*** 24 Teaching and Learning Concepts** 12 Emerging Trends and Issues* 24 Substantial knowledge 50 31 53 24 47 41 65 0 25 5 Q25: What is your current knowledge related to 'Assessment'? (n = 18) Limited knowledge Modest knowledge Work based assessment******* 31 Assessment of Professional Behavior****** 29 Assessing using OSCE***** 21 Assessing using MCQ**** 38 Assessment using Essay and Modified Essay Questions*** 25 Sele Table 9.28: Respondents' self-assessment of their knowledge of 'Educational Concepts' (Q23, Q24 and Q25) by occupational groups (Q10). N Emerging Trends and Research teacher Questions follow the same 4 point scale, where 0 = This topic is not relevant to my work, 1 = Limited knowledge, 2 = Modest kn 2.7 CESU (including PKL) Table 9.29: Descriptive statistics Background information Number of respondents (full questionnaire) 33 Number of respondents (part of the questionnaire) 6 Fraction of females (Q1) 51 Average age (Q2) 50 Fraction with Danish nationality (Q3) 92 Designation of occupation for Q17: How many students did you you teach during your last complete calendar week? (n = 33) 60 52 50 40 30 21 21 20 6 10 0 0 151-500 students More than 500 students 0 None 1-10 students 10-50 students 51-150 students Figure 9.49: Number of students taught/supervised during last complete calendar week Q20: Primary teaching forms (n = 33) 40 29 30 21 20 13 19 11 10 5 2 0 Lecturing Classroom Small group Laboratory Supervision teaching teaching (up exercises (more than to 10 10 students) students) Clinical teaching Other Figure 9.51: Primary teaching forms. Respondents were allowed to select more th Fraction of respondents who do have some pedagogical qualifications (n = 55) 100 100 100 100 100 93 100 75 50 25 0 0 0 0 0 0 0 0 Figure 9.52: Fraction of respondents from the individual Health departments that do have some pedagogical qualifications (Q10 and Q21). Q22: Have you participated in any o Q23: What is current knowledge related to 'General Educational Concepts'? (n = 32) Limited knowledge Modest knowledge Educational Objectives**** 28 Course and Module Design*** 31 Teaching and Learning Concepts** 13 Emerging Trends and Issues* 29 Substantial knowledge 34 38 41 28 50 38 39 0 25 32 50 Q25: What is your current knowledge related to 'Assessment'? (n = 32) Limited knowledge Modest knowledge Substantial knowledge Work based assessment******* 24 Assessment of Professional Behavior****** 21 Assessing using OSCE***** 37 Assessing using MCQ**** 46 32 21 Assessment using Essay and Modifie Table 9.32: Respondents' self-assessment of their knowledge of 'Educational Concepts' (Q23, Q24 and Q25) by occupational groups (Q10). N Emerging Trends and Research teacher Questions follow the same 4 point scale, where 0 = This topic is not relevant to my work, 1 = Limited knowledge, 2 = Modest kn