Educational Theory for Intending Trainers (GP27SEP23)

AvailabilityCourse has taken place
Documents
Ed Theory SummaryLearning Scenarios for Hone & Mumford
Pre-Course WorkZoom Meeting Details

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SubjectGP Intending Trainers
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

If you have any queries relating to MaxCourse, please contact gpapprovals.yh@hee.nhs.uk.

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

VenueOnline (Zoom), - Virtual  View details
Date & timeWednesday 27 September 2023, 09:00 to 16:00
LecturerDavid Rose  View details
Target audience

Mandatory: Doctor

Course styleWorkshop
CateringNo catering
CPD points0.000
CostNo charge
Aims
  • To enable participants to use educational theory to inform and improve their teaching in the context of the real challenges of training
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
  • At the end of the course participants will :
  • · Have skills in using logical levels for introductions or for problem solving
  • · Have increased awareness of the assumptions made in life and training
  • · Have reflected on how assumptions can damage fair observations and relationships
  • · Have practiced using observational language
  • · Understand the design of the MRCGP and identify different appropriate types and quantities of evidence for WPBA
  • · Know how the Johari window helps identify a trainees learning needs and so enables development of a learning plan
  • · Be confident on the difference between summative and formative feedback
  • · Be able to write clear aims and objectives
  • · Have considered how to include learning styles into planned teaching
  • · Have given and received feedback using different models of feedback
  • · Have taught a skill to a peer and received feedback on the process adopted
  • · Have reflected on adapting types of teaching for different situations
  • · Considered how, when and why to evaluate teaching