Educational Theory for Intending Trainers (GP17JUN21)

AvailabilityCourse has taken place
Dear Intending Trainers - Pls ReadEd Theory Summary
Learning scenarios for Hone & MumfordSteps to Join a Zoom Meeting

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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 is running via Zoom. Registration and joining instructions will be made available via your Maxcourse account, after you have booked your place.

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

Please register via Zoom, using the link provided in the document, as far in advance as possible to prevent any delays in receiving the meeting link and password.

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.


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 - On-Line Zoom, via - Virtual  View details
Date & timeSession 1:   Thu 17 Jun 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

to enable participants to use educational theory to inform and improve their teaching


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 blindspots 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