Train the Trainer (Doctors Training) (PSK16JUN25)

GMC Reflective Practice

Is this Doctor in difficulty?

Need help viewing PDF documents?

Mapped to the AoME Professional standards for medical, dental, and veterinary educators (Sep 21), this workshop provides a comprehensive overview of education theory, teaching strategies, and supervisory skills.

Day one focuses on education theory, learning needs analysis, and various teaching modalities, with hands-on micro-teaching practice.

During the workshop you will get a chance to deliver a microteaching in small groups. The teaching needs to be a maximum of 10 minutes.

Please prepare any topic of your choice, this can be medical or even non-medical (this often works better).

Day two transitions to supervision skills, feedback, and assessment, preparing participants to effectively mentor trainees and explore leadership opportunities in medical education.

Multiday courses

This is a multiday course. The attendance requirements for multiday courses are:

You must secure rota coordinator agreement for the time off for all course days before booking and follow the study leave process

Attendance at all sessions is required in order to complete the course and be awarded a participation certificate

If your availability changes before the course and you know that you will be unable to attend one or more sessions, you must cancel your place as soon as possible

If you are absent from day 1 of the course, you will be withdrawn from the remainder of the course

Joining Instructions

This is a virtual course, the joining instructions for the virtual meeting will be added to the documents section (above) before the course. Please ensure that you are able to access this before the course so that you are ready to join on the day.

Booking cancellation

Participants must make every effort to attend courses they have booked. If your availability changes after booking, please cancel your place through Maxcourse as soon as possible. This will release the place for colleagues on the waiting list.

If you need to cancel within 1 week of the course or the course has started and you are not able to attend, please email england.lsfdcourses.yh@nhs.net to give your apologies.

This course is only available to Higher Specialty Trainees, General Practice Trainees, SAS Doctors, Consultants, Leadership Fellows, and Research Fellows.

Mandatory: Dentist, or Doctor, or Public Health Professional

To equip healthcare professionals with the knowledge and skills necessary to design, deliver, and evaluate effective learning activities, while preparing them for roles as clinical or educational supervisors and leaders in medical education.

DAY ONE

• Design and Planning of Learning activities
• Plan and provide effective education and training activities Describe how the principles of learning and teaching are incorporated into educational developments
• Demonstrate awareness of different ways of learning and teaching
• Show how the needs of learners are considered
• Demonstrate awareness of the need to define what is to be learned
• Demonstrate awareness of a range of learning methods, experiences, and resources and how they may be used effectively
• Evaluate and reflect on the effectiveness of their educational activities
• Teaching and facilitating learning
• Describe basic educational theories and principles
• Create effective learning opportunities for learners and doctors in training
• Appropriately uses a broad range of educational methods and technologies to achieve intended learning outcomes
• Describe ways of involving learners in actual clinical practice
• Give evidence of personal reflective practice.

DAY TWO

• Supervision skill, feedback and assessment of learning
• Describe a supportive learning environment and reflect upon your own speciality and Trust
• Describe the roles of Educational & Clinical Supervisors
• Demonstrate knowledge of and familiarity with the Portfolio, ARCP and workplace assessment methods
• Demonstrate awareness that assessment should align with learning outcomes Formulate useful PDP objectives and suggest ways in which they might be addressed
• Provide supportive developmental feedback, both verbally and in writing, to learners and doctors in training
• Assess objectively and fairly the performance of learners and other doctors in training
• Demonstrate knowledge of the general purpose of formative and summative assessment and awareness of methods of feedback to the learner
• Support the learner to reflect safely on their practice and critical incidents
• Appreciate the factors that can impact on a trainee performance Increase in confidence supporting a trainee where their performance is of potential concern
• Understand how to raise concerns about the performance or behaviour of a learner or other doctor in training who is under their clinical supervision
• Enhance your ability to produce a high quality and meaningful supervisors report

Educational scholarship management and leadership.

The final section will give delegates the opportunity to explore future careers and leadership opportunities in medical education.