Inspirational Medical Teaching
At the end of this course learners will have:
| 1. | Developed their ability to design and deliver high-quality teaching interventions based on educational theory and evidence. |
| 2. | Gained awareness of how to meaningfully incorporate the patient voice into teaching interventions. |
| 3. | Practiced responding to and managing challenging dynamics as an educator. |
| 4. | Used a range of feedback models to develop their learners and their own practice. |
| 5. | Reflected on their own teaching identity and developed their own personal style and values as an educator. |
DAY 1
| Time |
Duration
| Session | AoME Professional Standards |
| 10:00 |
30min |
Welcome, Introductions and Ice Breaker · Introduce facilitators (who will assist with time keeping, flow, and demonstrating flattened hierarchy) · Question for ice breaker: what are the most common challenges you face when teaching?
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| 10:30 | 30min | Developing a Teaching Identity
· Pedagogy Paradigms · Polls; to get people thinking about their position/stance · Large group presentation (background information, importance of an open, critical approach to your teaching, introduce TPI)
| Core Values Demonstrates professional identity and integrity (V-PII) 4. Demonstrates an ethical educational philosophy
Is committed to scholarship and reflection in medical education (CV-S) 1.Is active in his or her own professional development as a medical educator 2. Enhances the practice of medical education through analysis and personal reflection |
| 10:45 | 15min | Break |
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| 11:00 | 120min | Fostering and managing an environment for learning
Lecture (20mins) Introduction of key concepts 1) Social learning theories Vygostky/b 2) Psychological safety 3) Hidden Curriculum ? To be aware
Break out rooms (90mins) Scenarios x 3 of · Scenario 1; Student gets upset doing an OSCE teaching session · Scenario 2; Student gives harsh feedback to vulnerable colleague or 3 minute video/role play of core trainee exhibiting problematic attitudes during WBPA · Scenario 3; Upwards managing bullying Consultant · Scenario 7; Overworking trainee · MDT setting. Each person is given a role beforehand e.g. disinterested party – task is to try and manage/think about the dynamics
Main group discussion (10mins)
| Mapped to AOME Professional Standards: CV-S: 2: Enhances the practice of medical education through analysis and personal reflection CV-R: 2.2: Is committed to providing safe and effective learning at all times CV-R: 4.1: Acts with due consideration for the emotional, physical and psychological wellbeing of learners CV-R: 5.2: Supports colleagues in their personal and professional development
Maintaining an effective learning environment: 2.1.2.: Is aware of the importance of establishing a safe and effective learning environment.
Teaching and facilitating learning: 2.3.5: Adapts learning and teaching methods to unexpected, dynamic or evolving circumstances
Depending on Scenario, additional different areas covered
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| 13.00 | 30mins | What medical students want · Focus on equality and diversity · Medical students project/interest · ? Scenario 6 –highlight need to be culturally sensitive | Core Values Demonstrates respect for others (CV-R) 1.1.1 Ensures equality of opportunity for patients, students, trainees, staff and colleagues. 1.1.2 Actively promotes and respects diversity in discharging his or her educational responsibilities |
| 13:30 | 60mins |
Lunch
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| 14:30 | 90min | Medical education needs in theory and practice
Lecture (20mins) Structure/plan/design/ assessment Biggs constructive alignment Gagne learning through practice Bloom – learning for mastery ?something about objectives/matching to learners needs
Break-out rooms (60mins-incorporating break) Scenarios x 2 · Practical solutions to common barriers – practical application of teaching. · Scenario 5; How to get group of students to engage more (need to elicit student needs) · Scenario 4; student repeating errors despite feedback · Conversation with failing trainee in supervision · Medical student going ‘off piste’ with a patient
Main group discussion (10min)
| Designing and Planning Learning Learning Needs 1.1.3 Shows how the needs of learners are considered
Learning Outcomes 1.1.4 Is aware of the need to define what is to be learned 1.2.3 Gathers and interprets basic information on the needs of learners 1.2.4 Constructs appropriate learning outcomes that can be measured or judged
Learning and teaching principles 1.2.1 Applies learning and teaching principles in the design of a course, unit, module or subject area 1.2.5 Matches learning methods, experiences and resources to intended outcomes
Research & Scholarship 4.1.1 Is aware of basic educational theories and principles 4.1.2 Is aware of literature relevant to current developments in medical education
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| 16.00 | 15mins | Break |
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| 16.15 | 45mins | Designing an ELA Lecture and group work to devise an ELA · LOs · Activity description · Assessment plan
| Teaching and facilitating learning Learning and teaching methods and resources 2.2.4 Applies learning and teaching methods that are relevant to intended learning outcomes and programme content 2.2.5 Uses learning resources appropriately Assessment of learning 3.2.4 Selects assessment methods that match the purpose, content and level of the learner Delivering teaching 2.1.1 Appropriately uses a basic range of educational methods and technologies to achieve intended learning outcomes Learning and teaching principles 1.2.6 Develops learning resources for planned courses
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DAY 2
| Time |
Duration
| Session | AoME Professional Standards |
| 09:30 | 15min
|
Welcome, recap
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| 09:45 | 45mins | Feedback lecture Pendletons Advocacy in Inquiry
| Research & Scholarship 4.1.1 Is aware of basic educational theories and principles 4.1.2 Is aware of literature relevant to current developments in medical education |
| 10:30 | 120 mins (15min break) | Small group presentations -use of 2 models of feedback for other participants -each take 10mins to deliver ELA (experiential learning activity) they have designed -will get an AoT | C Teaching and facilitating learning Feedback on learning 2.1.4 Understands the importance of seeking, receiving and responding to feedback about learning and teaching 2.2.8 Acknowledges and responds actively and appropriately to feedback Feedback on learning 2.2.6 Develops self-awareness in learners 2.2.7 Provides effective feedback to learners using a range of methods
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| 12:30 | 30mins | Group discussion about different feedback models used |
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| 13.00 | 60mins | Lunch |
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| 14.00 | 60mins | Co-production, lived experience involvement · Why –presentation (poll and discussion) · Case example - presentation · How to bring into informal teaching –discussion · Use of scenario 8
| Demonstrates professional identity and integrity (V-PII) 5. Supports inter-, trans- and multi-professional education, learning with, from and about other professionals to improve collaborative care
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| 15.00 | 60mins | Taster of other Medical Education Domains -Assessment of learning -Educational research and scholarship -Educational management and leadership -Careers in Medical Education |
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| 16.00 | 30mins | Closing remarks Large group discussion: reflections on course, working groups, pledging next steps, questions, establishing a network for those keen to continue to share experiences, resources and ideas
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| Finish by 16:30hrs |
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Course schedule
Course speakers:
Group bookings
Contact us for bulk booking discounts on group bookings of more than 5.
Bespoke courses
We are able to offer custom-made programs, whether digital or face to face, to meet the education and training needs of your organisation in the UK or internationally. We would welcome the opportunity to discuss your requirements and develop a proposal.
Research
Let our team complete a full Training Needs Analysis for a department, directorate, or the whole hospital! We can work to complete this ourselves or work collaboratively with your own staff. Our standard outcome measures assess learner progress and produce a full report looking at wider impact of training using a range of tested assessment methodologies.
