GP Autumn School: Using Educational Theory as a GP Trainer (GP09OCT20B)

AvailabilityCourse has taken place
SubjectGP Prospective Trainers
DescriptionFor many years GP trainers have had to do an educational theory course before approval. This new course offers an opportunity to reflect on how to use these theories in the day to day training work we do through using the resources in the established on line Educational Theory for prospective trainers course and resources and applying these to your training experiences.
Additional information

You will be allocated to 1 of three groups for this course. You will receive an email on 02 October 2020 confirming your group and the link to access the zoom meeting on the day of the course.

VenueVirtual (Zoom), - Virtual  View details
Date & timeFriday 9 October 2020, 09:00 to 16:30
LecturersDavid Rose, Dr Mike Tomson & Dr Christopher Webb  View details
Target audience

Mandatory: z1**Please remove this profession**, or z5*Please remove this profession **, or z6*Please remove this profession **

Course styleWorkshop
CateringNo catering
CPD points6.000
CostNo charge
Aims
  • To enable participants to use educational theory to inform and improve their teaching.
  • To remind participants of theoretical models that they have not previously considered relevant or useful.
Objectives

The objectives will be defined and refined by course participants but are likely to include

some or all of the following :

● 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 blindspots and facades to help trainees learn

● define summative and formative feedback

● choose feedback models to suit the trainee’ 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

Learning outcomes
  • skill in using logical levels for introductions or issues
  • awareness of personal language use and its implications
  • ability to explain the logic behind WPBA
  • have a choice of feedback approaches which are confident to use
  • skill in writing learning objectives
  • renewed clarity on when to teach and when to let the trainee do the work
  • clarity on types of evaluation