Course syllabus
This two-day course focuses on the ‘capabilities in education and training’ outlined by the GMC in their Generic Professional Capabilities Framework (2017) and the Teaching and Learning Standards defined in Standards for Dental Educators (COPDEND 2013).
The course is suitable for medical and dental educators who are interested in supporting learning in the clinical workplace. This may be with undergraduate students, postgraduate trainees or less experienced /new colleagues. We welcome applications from those new to clinical teaching /supervision as well as those with experience who are seeking new ideas and opportunities to hone their skills.
Aims and outcomes
The emphasis of this course is upon ways to support learners in the clinical workplace, including the provision of safe and effective clinical supervision.
At the end of this course, participants will be well placed to
- recognise and utilise the learning opportunities that arise from everyday work activity
- effectively prime, brief and debrief learners
- engage in feedback conversations that support learning and development
Content:
The course provides an opportunity to consider the relationship between ‘working activity’ and ‘learning activity’ and strategies to ensure learner-centred education whilst delivering safe, patient-centred care.
We will explore strategies for teaching in a range of clinical environments including during ward rounds and in the consultation.
The emphasis of the practical work will be developing skills in briefing, debriefing and feedback. The latter will have an emphasis on ‘developmental conversations’ that focus not only on learner performance but strategies for further development.
Presentation of the course:
This interactive two-day course has a highly practical emphasis and workshop format. There will be opportunities to observe, discuss and rehearse a range of approaches to clinical teaching and supervision.
Day 1
09:30 Coffee and registration
10:00 Introduction: learning in the clinical workplace, opportunities and challenges
11:15 Break
11:45 Making the most of the learning opportunities: active observation, teaching through questioning
13:00 Lunch
14:00 Making the most of learning opportunities: making connections between theory and practice
15:15 Break
15:30 Teaching skills for skills-teaching
16:45 End of day 1
Day 2
09:30 Coffee
10:00 Principles of clinical supervision. Learner-centred education, patient-centred care
11:15 Break
11:45 Focus on briefing and debriefing
13:00 Lunch
14:00 Focus on feedback
15:15 Break
15:30 Focus on feedback
16:45 Course round up
