Educational Theory for Intending Trainers (GP05OCT21A)

AvailabilityCourse has taken place
Documents
Ed Theory SummaryLearning Scenarios for Hone & Mumford
MS Teams Joining InstructionsPre-Course Work
Zoom Joining Instructions

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SubjectGP Skills
DescriptionThis is an interactive course to support your development in using educational theory and ideas to support trainees (particularly GP trainees but trainees or other disciplines too).
Additional information

This webinar will be run either via Zoom or MS Teams. Please ensure you register for a free Zoom account before the date of the course.  If the session is to be held via MS Teams you can join via your web browser.

To view the instructions head to ‘my courses’, select the course title and you will see the documents section.

This document is only visible to those booked on the course, please do not share this with others.

Only those with a place booked via MaxCourse will receive their certificate after attendance of the webinar.

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Assumes prior completion of required on line ES course.

It may be beneficial if practical to complete this as one of the later elements of your ‘pathway to GP trainer’ courses

VenueVirtual (Platform TBC), - Virtual  View details
Date & timeTuesday 5 October 2021, 09:00 to 16:00
LecturersDavid Rose, Dr Mike Tomson & Dr Christopher Webb  View details
Target audienceMandatory: GP Prospective Trainer
Course styleWorkshop
CateringNo catering
CPD points0.000
CostNo charge
Aims
  • To enable participants to use educational theory to inform and improve their teaching
Objectives
  • The objective of the course is to achieve the learning objectives listed below whilst ensuring that the participants keep a connection to real life training
Learning outcomes
  • Use logical levels for introductions or problem solving
  • Analyse their underlying assumptions when making judgements
  • Use language which is observational
  • Explain why the MRCGP is assessed in the current way
  • Use concepts like blind spots and facades to help trainees learn
  • Define summative and formative feedback
  • Choose feedback models to suit the trainee’s needs
  • Write clear objectives
  • Consider the distractions that may reduce effective learning
  • Consider learning styles when planning teaching
  • Teach a skill with awareness of different approaches
  • Plan when to teach (or when to make the trainee think!)
  • Reflect on when to adopt a mentor role
  • Choose how to evaluate