Developing the Dental Educators - Part 4 (OX240413PT4)

AvailabilityCourse has taken place
SubjectOther
DescriptionThis course is mandatory for DF1 Foundation Trainers and Therapist VT Trainers. It would also be suitable for Educational Supervisors, GDPs and Dental Care Professionals Nurses interested in training in the future.
Additional informationThis four day course is an opportunity for new and experienced trainers in dental education to explore creative approaches to one-to-one teaching. The sessions will be lively and interactive, using case studies and examples from participants’ own practice as dentists and dental educators. Participants will have the opportunity to critique a dental tutorial and develop their own skills in planning and delivering effective tutorials. Groupwork is used extensively and experienced trainers will have the opportunity to experiment with different facilitation styles.
By the end of the course participants will:
~ Have increased their understanding of the theory of adult learning and its application to dental education
~ Feel more confident in selecting appropriate methods of promoting learning
~ Be able to use a wider range of practical and effective tools for assessing learning
~ Be able to use the process of giving and receiving feedback more effectively.
All four days are mandatory in order to complete the course. Participants are required to complete a piece of Reflective Writing (500 – 750 words) between days 2 and 3, analysing an incident from their practice using one of the models introduced during the course.
The course is based on the Guidelines for Dental Educators (COPDEND May 2008) and will prepare participants for possible entry to the Oxford Deanery New Trainers Course which runs annually and leads to the Postgraduate Certificate in Medical and Dental Education (PGCMDE).

Dr Katy Newell-Jones is a consultant and trainer in education, specialising in health and social care education. As a Principal Lecturer at Oxford Brookes University, she led the learning teaching programmes for health and social care professionals including the MSc Higher Professional Education until March 2007. The MSc course was designed to develop doctors, nurses, midwives and other health professionals as teachers and trainers. Katy currently leads the Oxford Deanery New Trainers Course and has published a number of articles on learning and teaching including Reframing tension and conflict to maximise learning: The Foundation Years (2008). She was awarded a National Teaching Fellowship by the Higher Education Academy in 2004 for her work on creative approaches to learning and teaching in the UK and overseas.
VenueHealth Education England, Oxford - Oxfordshire  View details
Date & timeThursday 23 May 2013, 09:00 to 17:00
LecturerMigration  View details
Target audience

Recommended to all

Development outcomeNo development outcome
Course styleLecture
Core topicNo core topic
CPD hours6:00
CostNo charge
Aims
  1. To identify good practice in chairside teaching, using a clinical case study
  2. To explore the causes of tension and conflict in dental practices and methods of managing them
  3. To discuss the practical management of poor performance