Inspirational Medical Teaching

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Course information
Date
13 May
Level
Advanced
Locations
IOPPN - 16 De Crespigny Park, London SE5 8AB
Length and time
2 Days
Cost
£350.00
Course information
Date
13 May
Level
Advanced
Locations
IOPPN - 16 De Crespigny Park, London SE5 8AB
Length and time
2 Days
Cost
£350.00
About the course

Teaching and training are key skills for every doctor, but do you feel you are the teacher you want to be? How do you take your teaching skills to the next level? Do you want to design and develop teaching sessions that better reflect your values and the patient perspective? Can you learn how to offer feedback in a genuinely useful way?

This is a formal teach the teacher course with a focus on learning through experience. During the two-day course you will take part in a range of small and large group activities, lectures, simulated scenarios, a micro-teach, feedback and reflection. You will learn how to:

  • Design high-quality teaching interventions based on educational theory and evidence.
  • Meaningfully incorporate the patient voice into teaching interventions.
  • Respond to and manage challenging dynamics as an educator.
  • Improve your teaching by learning about and experiencing a range of feedback models.
  • Develop your teaching identity with your own personal style and values as an educator.
Learning objectives

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.

Course programme

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?

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

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

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

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

16.00

15mins

Break

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

DAY 2

Time

Duration

Session

AoME Professional Standards

09:30

15min

Welcome, recap

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

12:30

30mins

Group discussion about different feedback models used

13.00

60mins

Lunch

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

15.00

60mins

Taster of other Medical Education Domains

-Assessment of learning

-Educational research and scholarship

-Educational management and leadership

-Careers in Medical Education

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

Finish by 16:30hrs

Course schedule

13/05/2024
Target audience
Psychiatrists (incl trainees)
Locations
Upcoming date
Length and time
IOPPN - 16 De Crespigny Park, London SE5 8AB
13/05/2024 09:00-17:00
8 hours
Locations
Upcoming date
Length and time
IOPPN - 16 De Crespigny Park, London SE5 8AB
14/05/2024 09:00-17:00
8 hours
Select the type of ticket you would like to purchase
Standard
£350.00
20 places available

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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.