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 Getting into medical education as a medical student or newly qualified doctor: workshop 2Q AMEE 2013
 

Getting into medical education as a medical student or newly qualified doctor: workshop 2Q AMEE 2013

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Slides from a workshop at AMEE 2013 - including what medical education is, how to get involved, what to put into a medical education portfolio, and how to turn your projects into research. Small group ...

Slides from a workshop at AMEE 2013 - including what medical education is, how to get involved, what to put into a medical education portfolio, and how to turn your projects into research. Small group work and 1:1 advice given during workshop.

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  • Give out worksheet
  • These are the many aspects that you can get involved in! Mentor/facilitator: teaching on the ward, in small groups, support and encourage people to maximise their learning potentialRole model: to younger colleagues and to medical students – encourage reading BMJ, getting involved in teaching sessions etcInformation provider: teaching session, how, why and whenResources: elearning, resources for students on your firm for 4 weeks, intranet sites etcCurriculum: help foundation programme director, undergraduate tutor, clinical tutor, director of medical education – become one yourself!Assessor: OSCE examinations, WPBA, end of placement evaluations/grading.
  • One way to stand out is to have a teaching portfolio. Then you need to make sure what is in it makes you stand out too! We will cover that in a moment. First let’s think about the reasons for having a portfolio in the first place.
  • Gaining teaching roles e.g Clinical Teaching FellowClinical Tutor roleCollege Tutor roleUndergraduate leadEventually, all teachers will need this type of recognition in order to teachTomorrow’s Doctors (2009) emphasises the needfor all those involved in educating medical students, whether or not employed by the school, to be appropriately prepared for and supported in their role. The arrangements relate to:a. named educational supervisors in postgraduate trainingb. named clinical supervisors in postgraduate trainingc. lead coordinators of undergraduate training at each local education providerd. doctors responsible for overseeing students’ educational progress for each medical school.Recognition will not be necessary for other doctors whose practice contributes to the teaching, training or supervision of students or trainee doctorsBut recognition will be available to trainers not currently in the four specific roles
  • UK professional standards but applicable internationally
  • This is all in your handoutDomains of HEA. Can use these to get accreditation – become AFHEA.
  • There is no ePortfolio for medical educators. Most people still use lever arch files! KAZ!But if you want to have an online version I have made a template that you can use (link on handout). You can see it is structured around the domains we have already discussed. It has some additional elements eg a CV and links to my online presence. This is based on Google sites which allows you to pull across documents, spreadsheets etc from your Google drive. There are other options for free online tools. If anyone is particularly interested I am happy to talk more at the end of the workshop. For now we will get back to the structure and content of any teaching portfolio: online or paper.
  • Use handouts Do first part of task on your own Think about the evidence you could show
  • Areas of interest may include: e.g. Clinical examination teaching on the ward, simulation training for new doctors, introducing a new handover protocol or journal clubDiscuss your ideas with your supervisor or an interested consultant - It’s often really helpful to have a mentor who can guide you with these projects and things like getting published Think about and discuss with them what you’d like to achieve e.g. do you want to write it up as a poster? What would you need to do this?Do it and then make sure you evaluate it /get feedbackWrite it up (reflect) for your portfolio and consider whether you could make it into a poster or an articleTell people you’re interested in getting involved in medical education so that they think of you when opportunities arise

 Getting into medical education as a medical student or newly qualified doctor: workshop 2Q AMEE 2013 Getting into medical education as a medical student or newly qualified doctor: workshop 2Q AMEE 2013 Presentation Transcript

  • Getting into Medical Education A Workshop for Medical Students and Newly Qualified Doctors Drs Daniel Furmedge, Laura-Jane Smith, Kaz Iwata, Polly Hirons UCL Medical School London, UK
  • Introduction • Name • Medical school / hospital and level of training • What are you hoping to get out of the workshop
  • Objectives By the end of this session you should: • Be able to list the main areas of medical education • Have identified activities available within your medical school/hospital where you can get involved in medical education • Be able to develop and maintain an educational portfolio to credentialize your work • Have identified effective ways of disseminating your findings in medical education research • Have realistic plans on what you can do to enhance your career as a medical educator
  • TEACHING SKILLS Why are they necessary for doctors and medical students?
  • Teaching skills – why are they necessary for doctors and medical students? • All doctors are involved in teaching • Reinforcing your own knowledge • Identifying gaps in your own knowledge • Identifying gaps in the curriculum • Improving communication skills • Transferable skills – Confidence in presentation skills – Structuring a presentation • CV and career development
  • What is medical education? In small groups think about: Activities that would fall under the umbrella of “medical education”
  • The Twelve Roles of the Teacher (Harden et al 2002) Student assessor Curriculum evaluator Curriculum planner Course organiser Study guide producer Resource material creator Clinical or practical teacher Lecturer Teaching role model On-the-job role model Learning facilitatorMentor Assessor Facilitator Role model Information provider Resource developer Planner
  • YOUR MEDICAL EDUCATION PORTFOLIO
  • Standing out from the crowd
  • Reasons to have an educational portfolio Personal interest Professional development Improve practice for the learner Personal reflection Career progression Validation
  • http://www.heacademy.ac.uk/accr edited-provision http://www.medicaleducators.org/aome/a ssets/File/AOME%20Professional%20St
  • The UK Professional Standards Framework for Teaching (Higher Education Authority) Design and plan learning activities and/or programmes of study Teach and support learning Assess and give feedback to learners Develop effective environments and approaches to student support and guidance Engage with CPD in subjects/disciplines related to education, including research, scholarship and evaluation of professional practices.
  • Academy of Medical Educators Professional Standards Design and planning of learning activities Teaching and supporting learners Assessment and feedback to learners Educational management and leadership Educational research & evidence-based practice
  • https://sites.google.com/site/ljexampleteachingeportfolio/
  • Group 1. Identify an area of the portfolio you have evidence for and an area you would like to develop Group 2. Look at the medical education journals provided and discuss
  • NEXT STEPS
  • See problems as opportunities Identify an area of interest Think up a project, big or small, where you can implement a change Plan both your change and the evaluation
  • There are many opportunities to get involved in medical education, you just have to open your eyes and see them…. Good luck!
  • QUESTIONS?
  • Objectives By the end of this session you should: • Be able to list the main areas of medical education • Have identified activities available within your medical school/hospital where you can get involved in medical education • Be able to develop and maintain an educational portfolio to credentialize your work • Have identified effective ways of disseminating your findings in medical education research • Have realistic plans on what you can do to enhance your career as a medical educator
  • UCL Medical School, London, UK @ACMEatUCL www.slideshare.net/_elljay_ Dr Dan Furmedge •@danfurmedge •d.furmedge@ucl.ac.uk Dr Laura-Jane Smith •@drlaurajane •Laura-jane.smith@ucl.ac.uk Dr Kaz Iwata •Kiwata@doctors.org.uk Dr Polly Hirons •pollyhirons@doctors.org.uk