Study direction
Explore why a study path matters to you and what you need to understand before deciding whether to continue or change direction.
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MedSirat Academy
Individual coaching
Own your study direction. Build a realistic way forward.
For adults in higher education and other adult learning contexts who want to clarify their goals, organise their study commitments and take their own next steps.
For adult learners entering or returning to higher education, navigating an academic transition or looking for a more deliberate approach to independent study.
Choose the priorities that fit your situation. These are possible areas of work, not a fixed programme.
Explore why a study path matters to you and what you need to understand before deciding whether to continue or change direction.
Separate your own intentions from external expectations and define a meaningful goal you can take responsibility for.
Map commitments, deadlines and constraints; choose manageable next actions and revise estimates after experience.
Reflect on the expectations and routines involved in entering, returning to or moving within higher education.
Prepare the structure of a presentation, rehearse how to explain your thinking and choose how you want to participate.
Identify the question you need answered, the appropriate academic support contact and a way to review your next step.
Examples of goals and working documents you might develop together. They are starting points, not promised deliverables or guaranteed outcomes.
Record your reasons for a study choice, unanswered questions and a next conversation with the appropriate academic contact.
Bring deadlines and other commitments together, identify a conflict and propose an adjustment within your control.
Outline your own message, rehearse an opening and prepare a question to ask a tutor or academic support service.
Revisit these stages as your situation changes; they are not a fixed sequence of sessions.
Name the decision or challenge, what matters to you, and the constraints you need to respect.
Choose a client-owned goal, useful signs of progress and the engagement boundaries.
Question assumptions, rehearse a conversation or choose a practical action to try in your context.
Discuss what happened, revise the working approach, and decide whether to continue, refocus or close.
Before starting, agree the delivery format, session frequency, session duration and overall engagement length. Discuss whether online or in-person meetings fit the context, how to prepare, and how changes or a pause will be handled. No particular format or schedule is assumed.
Before starting, agree confidentiality boundaries, what information may be shared and with whom, and any sponsor reporting. If an organisation funds the engagement, clarify its expectations alongside your goals and agree the scope of any progress updates. Do not bring information you are not authorised to share.
Coaching uses questions, reflection, rehearsal and review to support your own choices. You retain responsibility for decisions and actions. Goals and useful signs of progress are agreed together; outcomes are never guaranteed.
This is coaching for adult learners’ choices and study practices, not subject tutoring, assignment writing, assessment marking or admissions advice that promises acceptance. You produce and own your academic work and follow your institution’s requirements. The service is not clinical support and does not promise grades, admission or academic success.
No. You remain the author of your work. Subject explanations, assignment requirements and academic feedback belong with the appropriate teaching or academic support service.
Yes. You can explore your reasons for returning, realistic commitments, changed expectations and the support questions you want to raise.
Yes. Coaching can support structure, rehearsal and how you want to communicate. You remain responsible for subject accuracy and your institution’s assessment requirements.
Clarify the scope before starting and revisit it if needed. Subject, admissions, accessibility or clinical questions should be directed to an appropriate service; coaching does not replace that support.
MedSirat Academy
Individual coaching
Own your study direction. Build a realistic way forward.
For adults in higher education and other adult learning contexts who want to clarify their goals, organise their study commitments and take their own next steps.
For adult learners entering or returning to higher education, navigating an academic transition or looking for a more deliberate approach to independent study.
Choose the priorities that fit your situation. These are possible areas of work, not a fixed programme.
Explore why a study path matters to you and what you need to understand before deciding whether to continue or change direction.
Separate your own intentions from external expectations and define a meaningful goal you can take responsibility for.
Map commitments, deadlines and constraints; choose manageable next actions and revise estimates after experience.
Reflect on the expectations and routines involved in entering, returning to or moving within higher education.
Prepare the structure of a presentation, rehearse how to explain your thinking and choose how you want to participate.
Identify the question you need answered, the appropriate academic support contact and a way to review your next step.
Examples of goals and working documents you might develop together. They are starting points, not promised deliverables or guaranteed outcomes.
Record your reasons for a study choice, unanswered questions and a next conversation with the appropriate academic contact.
Bring deadlines and other commitments together, identify a conflict and propose an adjustment within your control.
Outline your own message, rehearse an opening and prepare a question to ask a tutor or academic support service.
Revisit these stages as your situation changes; they are not a fixed sequence of sessions.
Name the decision or challenge, what matters to you, and the constraints you need to respect.
Choose a client-owned goal, useful signs of progress and the engagement boundaries.
Question assumptions, rehearse a conversation or choose a practical action to try in your context.
Discuss what happened, revise the working approach, and decide whether to continue, refocus or close.
Before starting, agree the delivery format, session frequency, session duration and overall engagement length. Discuss whether online or in-person meetings fit the context, how to prepare, and how changes or a pause will be handled. No particular format or schedule is assumed.
Before starting, agree confidentiality boundaries, what information may be shared and with whom, and any sponsor reporting. If an organisation funds the engagement, clarify its expectations alongside your goals and agree the scope of any progress updates. Do not bring information you are not authorised to share.
Coaching uses questions, reflection, rehearsal and review to support your own choices. You retain responsibility for decisions and actions. Goals and useful signs of progress are agreed together; outcomes are never guaranteed.
This is coaching for adult learners’ choices and study practices, not subject tutoring, assignment writing, assessment marking or admissions advice that promises acceptance. You produce and own your academic work and follow your institution’s requirements. The service is not clinical support and does not promise grades, admission or academic success.
No. You remain the author of your work. Subject explanations, assignment requirements and academic feedback belong with the appropriate teaching or academic support service.
Yes. You can explore your reasons for returning, realistic commitments, changed expectations and the support questions you want to raise.
Yes. Coaching can support structure, rehearsal and how you want to communicate. You remain responsible for subject accuracy and your institution’s assessment requirements.
Clarify the scope before starting and revisit it if needed. Subject, admissions, accessibility or clinical questions should be directed to an appropriate service; coaching does not replace that support.
MCTr is the practice-tier credential for people who teach adults. It records that a named person has designed a session, facilitated it in front of a cohort, and been marked on both against published criteria.
Three credits of eight, valid three years, recorded in the Academy register and verifiable by number. Earned through the MedSirat Certified Trainer Training Program.
MCTr certifies that a person can design, facilitate and assess a training session to a defined standard — and that an assessor watched them do it.
The holder has worked to a structure — objectives, sequence, practice, feedback, assessment — and has been marked on whether the structure held when the room behaved unpredictably.
The facilitation was observed live and recorded. The grade is not a self-report and not a peer opinion; it is an assessor's written judgement against criteria published in advance.
The written examination tests decisions rather than definitions: what to do when a group goes silent, when time collapses, when one participant takes the room.
What it never claims: not a licence to deliver MedSirat programmes, not a state teaching diploma, not a statement about expertise in the holder's own subject. It certifies instruction — nothing more, and nothing less.
The three components of the programme are the assessment. There is no separate exam to sit afterwards.
A session plan for a subject the candidate teaches: audience, objectives, a ninety-minute sequence, materials and the assessment they would use.
A real segment facilitated in front of the cohort. Assessed on structure, clarity, questioning, use of the group, and handling of the moment something goes wrong.
Scenario questions on learning design, group dynamics and assessment. Decisions, not definitions.
Pass: the credential is issued with three credits and a register number. Fail: one retake of the failed component within six months; components already passed are carried over.
Every credential issued by the Academy is recorded, and every record can be checked by anyone holding the number.
Enter it in the register on this site. The record appears with name, credential, date and status.
Active, expired or renewed. A lapsed credential is shown as lapsed; the register never quietly removes a record.
The certificate carries the same number. A credential that cannot be produced with its number should be treated as unverified.
Verification requests from employers, ministries and procurement are answered in writing and carry no fee.
Renewal asks for evidence that you still do the work, not merely for a payment.
The end date appears in the register from the day the credential is issued, so nobody discovers it late.
Two recent sessions designed and delivered, plus one reflection on what failed and what you changed. Assessed, not merely received.
One main route, two variants. All three end in the same assessment.
Open cohorts, mixed participants, twelve per group. The route most people take.
Run inside one organisation with its own material as the working case. Same assessment, same credential.
For holders whose credential lapsed within two years: a shortened route back to the full assessment.
There is no exam-only route to MCTr. The credential rests on a watched facilitation, and that cannot be produced in a room you were not in.
One issuer, one register, no resellers.
Issues the credential, keeps the register and answers verification. The awarding body, not a broker.
A named assessor signs each result and the rubric behind it. Results are never issued anonymously.
The Siratify route leads to a different credential, the SCBC, under the Siratify mark. The two registers do not overlap.
Tell us what you teach and we will tell you which cohort fits, and what the assessment will ask of you.
MCTr is the practice-tier credential for people who teach adults. It records that a named person has designed a session, facilitated it in front of a cohort, and been marked on both against published criteria.
Three credits of eight, valid three years, recorded in the Academy register and verifiable by number. Earned through the MedSirat Certified Trainer Training Program.
MCTr certifies that a person can design, facilitate and assess a training session to a defined standard — and that an assessor watched them do it.
The holder has worked to a structure — objectives, sequence, practice, feedback, assessment — and has been marked on whether the structure held when the room behaved unpredictably.
The facilitation was observed live and recorded. The grade is not a self-report and not a peer opinion; it is an assessor's written judgement against criteria published in advance.
The written examination tests decisions rather than definitions: what to do when a group goes silent, when time collapses, when one participant takes the room.
What it never claims: not a licence to deliver MedSirat programmes, not a state teaching diploma, not a statement about expertise in the holder's own subject. It certifies instruction — nothing more, and nothing less.
The three components of the programme are the assessment. There is no separate exam to sit afterwards.
A session plan for a subject the candidate teaches: audience, objectives, a ninety-minute sequence, materials and the assessment they would use.
A real segment facilitated in front of the cohort. Assessed on structure, clarity, questioning, use of the group, and handling of the moment something goes wrong.
Scenario questions on learning design, group dynamics and assessment. Decisions, not definitions.
Pass: the credential is issued with three credits and a register number. Fail: one retake of the failed component within six months; components already passed are carried over.
Every credential issued by the Academy is recorded, and every record can be checked by anyone holding the number.
Enter it in the register on this site. The record appears with name, credential, date and status.
Active, expired or renewed. A lapsed credential is shown as lapsed; the register never quietly removes a record.
The certificate carries the same number. A credential that cannot be produced with its number should be treated as unverified.
Verification requests from employers, ministries and procurement are answered in writing and carry no fee.
Renewal asks for evidence that you still do the work, not merely for a payment.
The end date appears in the register from the day the credential is issued, so nobody discovers it late.
Two recent sessions designed and delivered, plus one reflection on what failed and what you changed. Assessed, not merely received.
One main route, two variants. All three end in the same assessment.
Open cohorts, mixed participants, twelve per group. The route most people take.
Run inside one organisation with its own material as the working case. Same assessment, same credential.
For holders whose credential lapsed within two years: a shortened route back to the full assessment.
There is no exam-only route to MCTr. The credential rests on a watched facilitation, and that cannot be produced in a room you were not in.
One issuer, one register, no resellers.
Issues the credential, keeps the register and answers verification. The awarding body, not a broker.
A named assessor signs each result and the rubric behind it. Results are never issued anonymously.
The Siratify route leads to a different credential, the SCBC, under the Siratify mark. The two registers do not overlap.
Tell us what you teach and we will tell you which cohort fits, and what the assessment will ask of you.
La MCTr est la certification de niveau pratique pour celles et ceux qui forment des adultes. Elle atteste qu'une personne nommée a conçu une séance, l'a animée devant un groupe et a été notée sur les deux selon des critères publiés.
Trois crédits sur huit, valables trois ans, inscrits au registre de l'Academy et vérifiables par numéro. Obtenue par le Programme de formation Formateur certifié MedSirat.
La MCTr certifie qu'une personne sait concevoir, animer et évaluer une séance de formation selon un standard défini — et qu'un évaluateur l'a vue le faire.
Le titulaire a travaillé selon une structure — objectifs, progression, pratique, retour, évaluation — et a été noté sur sa tenue lorsque la salle ne se comportait pas comme prévu.
L'animation a été observée en direct et enregistrée. La note n'est ni une auto-évaluation ni l'avis d'un pair : c'est le jugement écrit d'un évaluateur, selon des critères publiés d'avance.
L'examen écrit teste des décisions et non des définitions : que faire quand un groupe se tait, quand le temps s'effondre, quand un participant prend la salle.
Ce qu'elle ne prétend jamais : ni une licence pour animer les programmes MedSirat, ni un diplôme d'État, ni un jugement sur l'expertise du titulaire dans sa propre discipline. Elle certifie l'acte de former, rien de plus, rien de moins.
Les trois composantes du programme constituent l'évaluation. Il n'y a pas d'examen séparé à passer ensuite.
Le plan d'une séance sur un sujet que le candidat enseigne : public, objectifs, séquence de quatre-vingt-dix minutes, supports et l'évaluation qu'il utiliserait.
Un segment réel animé devant le groupe. Évalué sur la structure, la clarté, le questionnement, l'usage du groupe et la gestion du moment où quelque chose dérape.
Des questions de situation sur la conception, la dynamique de groupe et l'évaluation. Des décisions, pas des définitions.
Admis : la certification est délivrée avec trois crédits et un numéro de registre. Ajourné : une reprise de la composante échouée sous six mois ; les composantes validées sont conservées.
Chaque certification délivrée par l'Academy est enregistrée, et chaque fiche peut être vérifiée par quiconque détient le numéro.
Entrez-le dans le registre du site. La fiche apparaît avec le nom, la certification, la date et le statut.
Active, expirée ou renouvelée. Une certification périmée est affichée comme telle ; le registre ne retire jamais une fiche en silence.
Le certificat porte le même numéro. Une certification qui ne peut être produite avec son numéro doit être considérée comme non vérifiée.
Les demandes de vérification des employeurs, ministères et acheteurs publics reçoivent une réponse écrite, sans frais.
Le renouvellement demande la preuve que vous exercez toujours, pas seulement un paiement.
La date de fin figure au registre dès l'émission, pour que personne ne la découvre trop tard.
Deux séances récentes conçues et animées, et une réflexion sur ce qui a échoué et ce que vous avez changé. Évalué, et non simplement reçu.
Une voie principale, deux variantes. Toutes aboutissent à la même évaluation.
Des groupes mixtes, douze personnes. La voie la plus fréquentée.
Dans une organisation, avec son propre matériel comme cas de travail. Même évaluation, même certification.
Pour les titulaires dont la certification a expiré depuis moins de deux ans : un retour raccourci vers l'évaluation complète.
Il n'existe pas de voie « examen seul » vers la MCTr. La certification repose sur une animation observée, et cela ne se produit pas dans une salle où l'on n'était pas.
Un émetteur, un registre, aucun revendeur.
Délivre la certification, tient le registre et répond aux vérifications. Organisme certificateur, non intermédiaire.
Un évaluateur nommé signe chaque résultat et la grille qui l'a produit. Aucun résultat n'est délivré anonymement.
La voie Siratify mène à une autre certification, la SCBC, sous la marque Siratify. Les deux registres ne se recouvrent pas.
Dites-nous ce que vous enseignez et nous vous dirons quelle session convient, et ce que l'évaluation exigera de vous.
La MCTr est la certification de niveau pratique pour celles et ceux qui forment des adultes. Elle atteste qu'une personne nommée a conçu une séance, l'a animée devant un groupe et a été notée sur les deux selon des critères publiés.
Trois crédits sur huit, valables trois ans, inscrits au registre de l'Academy et vérifiables par numéro. Obtenue par le Programme de formation Formateur certifié MedSirat.
La MCTr certifie qu'une personne sait concevoir, animer et évaluer une séance de formation selon un standard défini — et qu'un évaluateur l'a vue le faire.
Le titulaire a travaillé selon une structure — objectifs, progression, pratique, retour, évaluation — et a été noté sur sa tenue lorsque la salle ne se comportait pas comme prévu.
L'animation a été observée en direct et enregistrée. La note n'est ni une auto-évaluation ni l'avis d'un pair : c'est le jugement écrit d'un évaluateur, selon des critères publiés d'avance.
L'examen écrit teste des décisions et non des définitions : que faire quand un groupe se tait, quand le temps s'effondre, quand un participant prend la salle.
Ce qu'elle ne prétend jamais : ni une licence pour animer les programmes MedSirat, ni un diplôme d'État, ni un jugement sur l'expertise du titulaire dans sa propre discipline. Elle certifie l'acte de former, rien de plus, rien de moins.
Les trois composantes du programme constituent l'évaluation. Il n'y a pas d'examen séparé à passer ensuite.
Le plan d'une séance sur un sujet que le candidat enseigne : public, objectifs, séquence de quatre-vingt-dix minutes, supports et l'évaluation qu'il utiliserait.
Un segment réel animé devant le groupe. Évalué sur la structure, la clarté, le questionnement, l'usage du groupe et la gestion du moment où quelque chose dérape.
Des questions de situation sur la conception, la dynamique de groupe et l'évaluation. Des décisions, pas des définitions.
Admis : la certification est délivrée avec trois crédits et un numéro de registre. Ajourné : une reprise de la composante échouée sous six mois ; les composantes validées sont conservées.
Chaque certification délivrée par l'Academy est enregistrée, et chaque fiche peut être vérifiée par quiconque détient le numéro.
Entrez-le dans le registre du site. La fiche apparaît avec le nom, la certification, la date et le statut.
Active, expirée ou renouvelée. Une certification périmée est affichée comme telle ; le registre ne retire jamais une fiche en silence.
Le certificat porte le même numéro. Une certification qui ne peut être produite avec son numéro doit être considérée comme non vérifiée.
Les demandes de vérification des employeurs, ministères et acheteurs publics reçoivent une réponse écrite, sans frais.
Le renouvellement demande la preuve que vous exercez toujours, pas seulement un paiement.
La date de fin figure au registre dès l'émission, pour que personne ne la découvre trop tard.
Deux séances récentes conçues et animées, et une réflexion sur ce qui a échoué et ce que vous avez changé. Évalué, et non simplement reçu.
Une voie principale, deux variantes. Toutes aboutissent à la même évaluation.
Des groupes mixtes, douze personnes. La voie la plus fréquentée.
Dans une organisation, avec son propre matériel comme cas de travail. Même évaluation, même certification.
Pour les titulaires dont la certification a expiré depuis moins de deux ans : un retour raccourci vers l'évaluation complète.
Il n'existe pas de voie « examen seul » vers la MCTr. La certification repose sur une animation observée, et cela ne se produit pas dans une salle où l'on n'était pas.
Un émetteur, un registre, aucun revendeur.
Délivre la certification, tient le registre et répond aux vérifications. Organisme certificateur, non intermédiaire.
Un évaluateur nommé signe chaque résultat et la grille qui l'a produit. Aucun résultat n'est délivré anonymement.
La voie Siratify mène à une autre certification, la SCBC, sous la marque Siratify. Les deux registres ne se recouvrent pas.
Dites-nous ce que vous enseignez et nous vous dirons quelle session convient, et ce que l'évaluation exigera de vous.
MCTr هو اعتماد درجة الممارسة لمن يُدرّبون البالغين. يُثبت أنّ شخصًا باسمه صمم جلسة، وأدارها أمام مجموعة، ونُقّط في الاثنين وفق معايير منشورة.
ثلاث وحدات من ثمان، صالحة ثلاث سنوات، مُقيّدة في سجل الأكاديمية وقابلة للتحقّق برقمها. يُنال عبر برنامج تدريب مدرب معتمد من MEDSIRAT.
يُثبت MCTr أنّ شخصًا يستطيع تصميم جلسة تدريبية وتيسيرها وتقييمها وفق معيار محدد — وأنّ مقيّمًا رآه يفعل ذلك.
عمل الحامل وفق بنية واضحة — أهداف وتسلسل وتطبيق وتغذية راجعة وتقييم — ونُقّط على صمود البنية حين لا تتصرّف القاعة كما كان متوقّعًا.
رُوقبت الإدارة مباشرة وسُجّلت. والتقدير ليس تقييمًا ذاتيًّا ولا رأي زميل؛ بل حكم مكتوب من مقيّم وفق معايير نُشرت مسبقًا.
يختبر الامتحان المكتوب قرارات لا تعريفات: ماذا تفعل حين يصمت المجموعة، وحين ينهار الوقت، وحين يستأثر مشارك واحد بالقاعة.
ما لا يدّعيه أبدًا: ليس ترخيصًا لتقديم برامج MEDSIRAT، ولا دبلومًا تعليميًّا رسميًّا، ولا حكمًا على خبرة الحامل في مادته. إنه يُثبت فعل التدريب، لا أكثر ولا أقلّ.
عناصر البرنامج الثلاثة هي التقييم نفسه. لا يوجد امتحان منفصل يُقدّم بعدها.
خطة جلسة لمادة يُدرّسها المترشّح: الجمهور، والأهداف، وتسلسل تسعين دقيقة، والمواد، والتقييم الذي سيستخدمه.
جزء حقيقي يُدار أمام المجموعة. يُقيّم على البنية والوضوح والأسئلة واستخدام المجموعة والتعامل مع لحظة اختلال.
أسئلة حالات في تصميم التعلّم وديناميكية المجموعة والتقييم. قرارات، لا تعريفات.
بالنجاح: يُمنح الاعتماد مع ثلاث وحدات ورقم سجل. بالرسوب: إعادة واحدة للعنصر الراسب خلال ستة أشهر؛ وتُحفظ العناصر الناجحة.
كلّ اعتماد تُصدره الأكاديمية مُقيّد، وكلّ قيد يمكن لحامل الرقم التحقّق منه.
أدخله في السجل على هذا الموقع، فيظهر القيد بالاسم والاعتماد والتاريخ والحالة.
سارٍ أو منتهٍ أو مجدّد. والاعتماد المنتهي يظهر منتهيًا؛ والسجل لا يحذف قيدًا بصمت.
الشهادة تحمل الرقم نفسه. وكلّ اعتماد لا يمكن إبرازه برقمه يُعدّ غير مُتحقّق منه.
طلبات التحقّق من أصحاب العمل والوزارات والمشتريات تُجاب كتابةً وبدون رسوم.
التجديد يطلب دليلًا على أنّك ما زلت تمارس، لا مجرد دفعًا.
يظهر تاريخ الانتهاء في السجل يوم الإصدار، فلا يكتشفه أحد متأخرًا.
جلستان حديثتان صمّمتا وأُديرتا، وتأمّل واحد فيما أخفق وما غيّرته. يُقيّم لا يُتلقّى فقط.
مسار أساسي واحد، وتنويعان. والثلاثة تنتهي إلى التقييم نفسه.
دفعات مختلطة، اثنا عشر مشاركًا. المسار الأكثر سلوكًا.
داخل مؤسسة واحدة بمادتها كحالة عمل. نفس التقييم ونفس الاعتماد.
لمن انتهى اعتماده خلال سنتين: مسار مختصر نحو التقييم الكامل.
لا يوجد مسار «امتحان فقط» لنيل MCTr. فالاعتماد يقوم على تدريب مُراقَب، وذلك لا يحدث في قاعة لم تكن فيها.
مُصدر واحد، وسجل واحد، ولا موزّعين.
تُصدر الاعتماد، وتحفظ السجل، وتجيب طلبات التحقّق. جهة مانحة، لا وسيط.
مقيّم معيّن يوقّع كلّ نتيجة ومعايير التنقيط التي أنتجتها. لا تُصدر نتيجة بلا اسم.
مسار سيراتيفاي يؤدّي إلى اعتماد مختلف، هو SCBC، تحت علامة سيراتيفاي. والسجلان لا يتداخلان.
قل لنا ماذا تُدرّس، ونقل لك أيّ دفعة تناسبك، وما سيطلبه التقييم منك.
MCTr هو اعتماد درجة الممارسة لمن يُدرّبون البالغين. يُثبت أنّ شخصًا باسمه صمم جلسة، وأدارها أمام مجموعة، ونُقّط في الاثنين وفق معايير منشورة.
ثلاث وحدات من ثمان، صالحة ثلاث سنوات، مُقيّدة في سجل الأكاديمية وقابلة للتحقّق برقمها. يُنال عبر برنامج تدريب مدرب معتمد من MEDSIRAT.
يُثبت MCTr أنّ شخصًا يستطيع تصميم جلسة تدريبية وتيسيرها وتقييمها وفق معيار محدد — وأنّ مقيّمًا رآه يفعل ذلك.
عمل الحامل وفق بنية واضحة — أهداف وتسلسل وتطبيق وتغذية راجعة وتقييم — ونُقّط على صمود البنية حين لا تتصرّف القاعة كما كان متوقّعًا.
رُوقبت الإدارة مباشرة وسُجّلت. والتقدير ليس تقييمًا ذاتيًّا ولا رأي زميل؛ بل حكم مكتوب من مقيّم وفق معايير نُشرت مسبقًا.
يختبر الامتحان المكتوب قرارات لا تعريفات: ماذا تفعل حين يصمت المجموعة، وحين ينهار الوقت، وحين يستأثر مشارك واحد بالقاعة.
ما لا يدّعيه أبدًا: ليس ترخيصًا لتقديم برامج MEDSIRAT، ولا دبلومًا تعليميًّا رسميًّا، ولا حكمًا على خبرة الحامل في مادته. إنه يُثبت فعل التدريب، لا أكثر ولا أقلّ.
عناصر البرنامج الثلاثة هي التقييم نفسه. لا يوجد امتحان منفصل يُقدّم بعدها.
خطة جلسة لمادة يُدرّسها المترشّح: الجمهور، والأهداف، وتسلسل تسعين دقيقة، والمواد، والتقييم الذي سيستخدمه.
جزء حقيقي يُدار أمام المجموعة. يُقيّم على البنية والوضوح والأسئلة واستخدام المجموعة والتعامل مع لحظة اختلال.
أسئلة حالات في تصميم التعلّم وديناميكية المجموعة والتقييم. قرارات، لا تعريفات.
بالنجاح: يُمنح الاعتماد مع ثلاث وحدات ورقم سجل. بالرسوب: إعادة واحدة للعنصر الراسب خلال ستة أشهر؛ وتُحفظ العناصر الناجحة.
كلّ اعتماد تُصدره الأكاديمية مُقيّد، وكلّ قيد يمكن لحامل الرقم التحقّق منه.
أدخله في السجل على هذا الموقع، فيظهر القيد بالاسم والاعتماد والتاريخ والحالة.
سارٍ أو منتهٍ أو مجدّد. والاعتماد المنتهي يظهر منتهيًا؛ والسجل لا يحذف قيدًا بصمت.
الشهادة تحمل الرقم نفسه. وكلّ اعتماد لا يمكن إبرازه برقمه يُعدّ غير مُتحقّق منه.
طلبات التحقّق من أصحاب العمل والوزارات والمشتريات تُجاب كتابةً وبدون رسوم.
التجديد يطلب دليلًا على أنّك ما زلت تمارس، لا مجرد دفعًا.
يظهر تاريخ الانتهاء في السجل يوم الإصدار، فلا يكتشفه أحد متأخرًا.
جلستان حديثتان صمّمتا وأُديرتا، وتأمّل واحد فيما أخفق وما غيّرته. يُقيّم لا يُتلقّى فقط.
مسار أساسي واحد، وتنويعان. والثلاثة تنتهي إلى التقييم نفسه.
دفعات مختلطة، اثنا عشر مشاركًا. المسار الأكثر سلوكًا.
داخل مؤسسة واحدة بمادتها كحالة عمل. نفس التقييم ونفس الاعتماد.
لمن انتهى اعتماده خلال سنتين: مسار مختصر نحو التقييم الكامل.
لا يوجد مسار «امتحان فقط» لنيل MCTr. فالاعتماد يقوم على تدريب مُراقَب، وذلك لا يحدث في قاعة لم تكن فيها.
مُصدر واحد، وسجل واحد، ولا موزّعين.
تُصدر الاعتماد، وتحفظ السجل، وتجيب طلبات التحقّق. جهة مانحة، لا وسيط.
مقيّم معيّن يوقّع كلّ نتيجة ومعايير التنقيط التي أنتجتها. لا تُصدر نتيجة بلا اسم.
مسار سيراتيفاي يؤدّي إلى اعتماد مختلف، هو SCBC، تحت علامة سيراتيفاي. والسجلان لا يتداخلان.
قل لنا ماذا تُدرّس، ونقل لك أيّ دفعة تناسبك، وما سيطلبه التقييم منك.
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