ArticleGMS journal for medical education2018
Teaching load - a barrier to digitalisation in higher education? A position paper on the framework surrounding higher education medical teaching in the digital age using Bavaria, Germany as an example.
Article in GMS journal for medical education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Transforming educator expectations in public health, nursing, and medicine: a two-phase survey on digital tools in education.BMC medical education · 2025Article
- [Flashback to digital education].HNO · 2024Article
- Understanding intention and use of digital elements in higher education teaching.Education and information technologies · 2023Article
- Radiation oncology as part of medical education-current status and possible digital future prospects.Strahlentherapie und Onkologie : Organ der Deutschen Rontgengesellschaft ... [et al] · 2021Article
- Blended learning: ten tips on how to implement it into a curriculum in healthcare education.GMS journal for medical education · 2020Article
- Teaching in times of COVID-19. Challenges and opportunities for digital teaching.GMS journal for medical education · 2020Article
- Digital teaching as an instrument for cross-location teaching networks in medical informatics: opportunities and challenges.GMS journal for medical education · 2020Article
- Development of an interactive e-learning software "Histologie für Mediziner" for medical histology courses and its overall impact on learning outcomes and motivation.GMS journal for medical education · 2020Article
- Digital Teaching and Digital Medicine: A national initiative is needed.GMS journal for medical education · 2018Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This position paper describes the legal framework requirements when crediting digital teaching formats towards the teaching load in higher education medical teaching, as exemplified by the Federal State of Bavaria in Germany. It reveals the need for precise rules adapted to the advances in technology, if the process of digitalisation in higher education (HE) is not to come to a halt. If HE institutions are to act as centres of innovation with respect to the implementation of digital teaching and learning formats, then structural and strategic positioning with regard to e- and blended learning above all is called for in addition to financial resources, as well as the distribution and sustainable incorporation of digital offerings in faculties and HE institutions. There is a great deal of insecurity however with respect to the legal framework requirements and how best to count digital teaching towards one's own teaching load. This results to some extent from the complexity of current laws and regulations partially overtaken by didactic and methodological changes in education, with decentralised educational federalism only adding to the complexity. Bearing in mind teaching and learning formats that are undergoing change or have already been transformed, ways of adapting the (legal) framework to the digital shift need to be found, last but not least in order to offer enthusiastic teaching staff incentives to develop and expand digital formats.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.