The Academy's understanding of education
“Change education to strengthen the health system” is the motto of the Academy of Health. In order to live up to this claim, the understanding of education is based on important pillars, which are presented below. These are constantly being developed further and are subject to regular quality control.
The Academy of Health has developed its own didactic concept, which provides the binding basis for teaching and learning for all those involved in the training of health professions.
Taking into account the respective training and examination regulations, the didactic concept shows ways in which the planning, implementation, reflection and further development of teaching and learning events and practical vocational training must take place. The aim of the pedagogical work at all learning locations is to develop professional action competences. In addition to subject-specific knowledge and skills that are becoming increasingly important for all health professions, this includes key qualifications in the following areas:
- Communication skills (situation-specific communication),
- Perception,
- Professional ethics and sustainable action,
- Decision-making and problem-solving skills,
- Transcultural understanding / openness to diversity
- Interprofessional and interdisciplinary collaboration,
- Ability to self-organized and lifelong learning,
- Ability to reflect,
- Ability to interact (closeness – distance),
- Resilience and personal mindfulness.
Against the background of the academy's competency level model, the learning objectives to be achieved are identified by the teachers together with the practice partners with regard to the development of competencies and implemented through suitable curricular and teaching and learning-related didactic concepts. The competencies are acquired on a personal basis and trained and demonstrated in concrete skills and simulation training at the academy's "Training and Transfer" learning location (Skill Center) and at the "Practice" learning location.
The ten axioms according to Dr. Norbert Landwehr represent the basic philosophy of the academy's didactic concept. They primarily describe the constructivist basic assumptions, the design and implementation of the theoretical / practical teaching and learning events as well as the roles of all those involved in the learning process.
Ten axioms in professional learning:
(according to Dr. Norbert Landwehr)
- Lifelong learning and just-in-time training reduce the importance of learning in advance.
- The workplace is upgraded as a place of learning; practical learning situations are given an important role.
- The goals of school and company-based learning are moving closer together; there is a need for coordination and cooperation between the two learning locations (bridging function of the learning locations training and transfer).
- Practice-oriented learning on complex, realistic work tasks becomes the core of practical vocational training.
- Key qualifications are becoming a central point of reference for school and company training.
- Personal development and holistic learning are becoming increasingly important.
- A broad and common basic training for the various professions in a professional field is becoming increasingly important.
- The imparting of independently available action knowledge that can be transferred to new or changed situations becomes the technical and content-related focus of the training.
- Forms of active, self-directed and cooperative learning (extended learning forms) become an important part of the teaching and learning arrangement.
- Learning support becomes a central aspect in the role behavior and self-image of the teacher.
Learning place theory
Professional skills and competencies build on knowledge
The technical fundamentals and contexts of the respective profession are taught in lectures and case-based seminars. Interprofessional events broaden your own professional perspective and understanding of other professional groups in the health sector. Independent and individual learning is made possible and supported using new media, among other things. The Institute for Teaching and Learning is in charge of developing and establishing new learning methods and strategies for the academy.
Learning Place Training and Transfer (LTT)
Practice and training in a protected space
In the Training & Transfer learning area, participants should train and consolidate skills and abilities in a setting that is as authentic as possible. Unlike in real working life, mistakes do not have any serious consequences, but rather play an important role in the learning process. Learning with and from one another also plays an important role in this area. The teachers take on the role of coaches in this area. The individual previous knowledge and experience of the participants are actively integrated and the content is tailored accordingly. The learning process is supported and accompanied by intensive reflection on learning progress. Learning in this area takes place with the help of targeted exercises and complex authentic problems. Increasing patient safety is the task of the Academy's Institute for Simulation in the Training and Transfer learning location.
Learning place for professional practice
Learning under real conditions
Professional practice completes the training process with specific situations and tasks. Depending on the level of training, there are targeted practical phases in which the participants can test, consolidate and further develop the skills they have learned in everyday professional life. The participants are expertly instructed and supported. The academy works closely with the practical institutions. The experiences and experiences gained in the theory learning area serve as a starting point for the further learning process and are evaluated appropriately.
In order to make vocational training and further education attractive, the Academy of Health focuses on:
- good technological equipment,
- comprehensive opportunities for competence development at all learning locations,
- good transition opportunities to higher qualification levels,
- pedagogically and psychologically experienced educators and mentors as well as
- on an international orientation in the field of education.
The guidelines for quality assurance - vocational training - aim to ensure high-quality and evidence-based vocational training for health professionals at the Academy of Health Berlin/Brandenburg eV. The focus here is on ensuring that all clients receive needs-based, practical and cost-effective care. The values of humanistic psychology form an important focus of all training courses. The focus of vocational training is on professional action competence. Our institutes support the educational processes and prepare our training participants optimally for everyday professional life.
