ELM intro 2023.pptx
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This document describes a program called "Enhancing Learning in Medicine" that offers development workshops for those involved in teaching or supervising medical students and doctors in training. The program consists of four interactive online workshops that cover designing, facilitating, supporting, and assessing learning. Attendees will receive certificates of attendance for each workshop and a certificate of achievement for completing all four workshops, which counts toward recognition as a trainer by the General Medical Council.
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This document describes a programme consisting of four workshops to enhance learning for those involved in teaching and supervising medical students and doctors in training. Attendees can attend all four workshops for the full learning experience or individual sessions. Certificates will be issued for each session attended and for completing all four workshops. The workshops will cover designing learning, facilitating learning, supporting learning, and assessing learning.
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ELM intro slides
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Understand the major keystones of making high-quality decisions
Set a decision result they expect to accomplish
Describe the main stakeholders and their responsibilities in the process of decision making
Determine how decision making models influence others and the decision making context, Use instinctive and data-based decision making in the right situations
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Guide their team towards a high-quality decision
Understand the significance and the long-term effect of making effective decisions
Sustain dignity during the rise of a problem
Apply the right tools for collecting facts needed for successful decision making
Distinguish between different styles of decision making
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Overview of Managerial Decision Making
The Decision Making Structure
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This document provides an overview of a trainer's module for conducting shared decision making trainings. It outlines:
- How to prepare for trainings, including creating an agenda, compiling materials, and contacting trainees.
- Elements to include when planning trainings such as format, timing, location, and marketing strategies.
- Additional resources available to support trainings including an online learning network, webinars, and technical assistance.
- Information on acquiring continuing education credits for the trainer's workshop and future trainings conducted by trainees.
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This document provides guidance on planning for learning. It discusses that planning is important to ensure learning outcomes are met, activities are appropriate, time is used efficiently, and stress is lowered. Key components of a good plan include the overall curriculum, learning topics, activities, assessments, outcomes, and intended learning outcomes that are clear. The document emphasizes setting clear intended learning outcomes at different levels such as remembering, understanding, applying, analyzing, evaluating and creating.
Exploring your educator identity
This document discusses exploring educator identity. It begins by outlining the session objectives which are to reflect on one's own educator identity and consider metaphors that could describe that identity. Various perspectives on identity from literature are presented, focusing on how identity relates to medical educators. Participants then discuss in breakout rooms what metaphors or symbols they would use to express how they see themselves as educators and why they chose that metaphor. The goal is for educators to reflect on developing their identity.
Core skills 4 - Clinical Teaching
This document outlines an online workshop about clinical teaching. It provides an agenda that includes discussing ways to enable clinical teaching online and optimize "on the hoof" clinical teaching. Examples are given of how students can engage with clinical learning remotely. Strategies are presented for effective clinical teaching encounters with students and patients. Tips are shared for clinical teaching "on the hoof" including active observation, SNAPPS, and the One Minute Preceptor model. The workshop aims to help participants discuss and consider optimizing clinical teaching in online and ad hoc settings.
OSCE Examiner Training 2021
This document provides an overview and agenda for an OSCE examiner training session. It will cover explaining the ASSESS domain grading system, practicing marking an OSCE station, explaining how to use electronic tablets for marking, and discussing scores. The session will review how OSCEs have changed during COVID with distancing, masks, some virtual stations, and pre-briefings now via video. Examiners will practice marking a sample student interaction and providing domain scores and feedback. Next steps include examiners being assigned stations to examine and reviewing the electronic tablet guide.
Core skills 2 teaching small groups
The document provides guidance on teaching small groups. It discusses the benefits of small group teaching such as promoting communication skills, active learning, and teamwork. Some challenges of small group teaching include administrative problems, issues with groups, and individual student problems. The document outlines the facilitator's role in enabling learning and managing the group. It also provides examples of online engagement tools and strategies for small group teaching, such as breakout rooms, polling, and case-based learning.
Core skills 6
This document discusses creating a supportive learning environment and identifying students who may be struggling. It begins by outlining ways to structure an online learning session. It then defines the learning environment and discusses how to create one that supports students. Examples are given of hostile learning environments from literature. The document emphasizes that teachers can influence the environment to make it more supportive and discusses identifying struggling learners through absences, performance, or behavior changes. It provides steps anyone can take to support students and highlights resources for additional help at the University of Dundee. The key messages are that the learning environment impacts support and everyone has a role in helping struggling students.
Core skills 5 -2021
This document discusses formative assessment and provides tips for designing effective formative assessments. Formative assessment is meant to provide feedback to students to help them improve their performance, as opposed to summative assessments which evaluate learning at the end. The document defines formative assessment and outlines its purpose of helping students identify strengths and weaknesses. It also discusses labeling assessments clearly and designing formative assessments that are aligned with intended learning outcomes. Finally, it provides examples of online tools that can be used for formative assessments, such as quizzes in Yuja, Moodle, and Mentimeter.
Core skills 6 - supporting learning
This document discusses creating a supportive learning environment, identifying struggling students, and providing support. It begins by outlining the session objectives and ways of working. It then defines the learning environment as the context and components where learning occurs. It discusses how teachers can influence the environment to be supportive rather than confrontational. It also addresses the importance of belonging and ways to identify struggling learners such as absences or behavior changes. Finally, it provides steps anyone can take to support students, including offering to chat, listening, and signposting them to resources, with the key messages being the ability to influence the environment and everyone's role in supporting learning.
Core skills 5 - approaches to formative assessment
This document discusses formative assessment and provides guidance on implementing it. It begins by defining formative assessment as feedback designed to improve student performance. It notes formative assessment should help students identify their strengths and weaknesses. The document then describes different formative assessment tools and strategies that can be used, such as quizzes, observation-based assessments, and low-stakes testing. It emphasizes formative assessment should help students improve and provides resources for implementing online formative assessments.
Core skills 4 clinical teaching
This document discusses virtual and clinical teaching methods. It outlines that the session will discuss virtual clinical teaching and teaching on the hoof. It notes that with blended learning and less clinical experience for students, clinical teaching time needs to be optimized. The document provides take home messages that online resources can augment clinical teaching and opportunistic learning approaches can make the most of workplace learning.
Core skills 3 - making your lecture materials digestible and engaging
The document discusses ways to make lecture materials for medical students more engaging and digestible. It recommends having clear learning outcomes and sharing these with students. The document also suggests limiting lecture segments to 10 minutes maximum to maintain attention and encouraging student participation through activities like pausing for reflection or quizzes. The overall goal is to discuss the role of lectures in medical education and approaches for making lecture content more thought-provoking.
Core skills 2 facilitating small groups
This document provides guidance on teaching small groups both face-to-face and online. It discusses establishing group norms, challenges that can arise like dominant personalities or disengaged students, and the facilitator's role in enabling learning, managing discussions, and summarizing key points. Strategies are presented for engaging learners, like breakout groups, brainstorming, and questioning. The goal is for participants to learn about facilitating discussions and building their toolkit of engagement techniques.
Teaching Small Groups in Virtual Classrooms
This document contains multiple sections from other sources on learning design and curriculum development. It includes passages that are credited to ABC Learning Design by Clive Young and Nataša Perović from 2015, and Learning types by D. Laurillard from 2012. It also includes an adapted excerpt from a 2020 toolkit on responsive curriculum design by Suzy Houston from Glasgow Caledonian University. The document provides guidance on ingredients for effective small group teaching.
Core skills taster 29.07 slides
This document provides an overview of a taster session on core skills in blended learning in medicine. It discusses various ways of working in an informal online setting and outlines the learning objectives of being able to discuss ideas about blended learning and relate it to different teaching approaches. It then explores various acquisition, collaboration, discussion, investigation, practice, production, digital wellbeing, socialization and signposting techniques that can be used to design blended learning experiences.
Building your toolkit for online learning & teaching
This document summarizes a webinar about building an online teaching toolkit for medical education. The webinar covered considering the benefits and challenges of online learning, reflecting on aspects of normal teaching practice that can be used remotely, and identifying gaps in one's online teaching toolkit. Attendees learned about tools for learner engagement, discussion, support, assessment, and practice development. The presenters discussed evolving one's toolkit through tools like discussion boards and video. Ensuring accessibility, managing synchronous sessions, and using virtual simulations were also covered. The webinar provided examples of online medical teaching and concluded by taking questions.
Care of the Patient after Death Presentation
This document discusses raising awareness of caring for patients after death, death certification, and post-mortems in the NHS. It notes that over 54,000 deaths occur in NHS Scotland each year, so proper bereavement care and processes surrounding death are important. The document outlines the steps involved after a death, from caring for the deceased and notifying family, to death certification and potential reviews. It emphasizes treating the deceased and their family with dignity and ensuring staff are supported.
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- 1. ENHANCING LEARNING IN MEDICINE PROGRAMME Development workshops for any staff involved in teaching/supervising medical students and doctors in training
- 2. ENHANCING LEARNING IN MEDICINE • Attend all four workshops for the optimum learning experience, or come along to one off sessions if you’d prefer • Sessions are delivered online in Blackboard Collaborate virtual classroom and are designed to be interactive. • Attendees are given access to online learning resources, such as templates, links to tools & further reading. • Certificates of attendance for your portfolio will be issued for each session. Each individual workshop is mapped to the GMC framework for Trainer Recognition. Each session equates as 1 internal, non clinical CPD point. • A ‘certificate of achievement’ of the standards for Initial Recognition with the General Medical Council as a recognized trainer will be issued for those completing all 4 workshops.
- 4. BY THE END OF THIS SESSION, YOU WILL BE ABLE TO: Discuss the basic ‘design’ decisions we need to make when planning learning encounters Describe the concept of ‘constructive alignment’
- 6. BY THE END OF THIS SESSION, YOU WILL BE ABLE TO: Consider the difference between ‘teaching’ and ‘facilitating’ Discuss strategies for making learning as active as possible
- 8. BY THE END OF THIS SESSION, YOU WILL BE ABLE TO: Discuss the role of the healthcare practitioner in supporting student learning Discuss ways to enhance student wellbeing through your teaching Consider the role of feedback in supporting learning
- 10. BY THE END OF THIS SESSION, YOU WILL BE ABLE TO: Describe the different tools involved in assessing learning in medicine Discuss how to select the right assessment tool for the job