- Established learning theory and teaching strategies
- Small group teaching
- Embedding diversity into teaching
- Introduction to assessment of learning
- Giving learners feedback
- Teaching a practical skill
- Opportunity for Microteaching with feedback
Dates for 2018
Note: If you wish to be on the waiting list for fully booked dates, please mention it when filling online form.
5 March 2018 + 6 March 2018
18 June 2018 + 19 June 2018
16 July 2018 + 17 July 2018
This is an all-day course (8:45 – 17:00)
Note: To book please click “book a place” button on the top left of your screen & complete the form.Course leader: Dr Elizabeth Miles
CPD points: Royal College of Physicians' CPD points available for attendance on both days
Cost: Internal Candidates: Free / External Candidates: £250
St George's, University of London, Tooting BroadwayTarget audience:
All trainees interested in teaching
Established learning theory and teaching strategies
This presentation will describe established learning theories and specific teaching strategies, in ways that have been engaging for past groups. Fundamentally, learning theories reflect empirical research into how people learn. This presentation will briefly review these theories, and more importantly, show specific learning activities you could apply that are based on established theories. Theories can also be used to separate teaching activities that are trendy and short-lived from those that are substantive and reliable, for specific learning goals.
Small group teaching
This session will apply education principles discussed elsewhere in the course to the teaching of small groups and individuals. It will draw on the combined experience of TSC delegates and explore key aspects of small groups such as opportunities for learning, the role of the tutor, the impact of group dynamics and the place of small group teaching in the curriculum. The session will be fully interactive including experiential learning and working on case-studies and scenarios.
This session will demonstrate some key eLearning resources, which teaching professionals have found to be particularly useful. The session will also describe a tutor’s unique ability to help students focus on rigorous eLearning resources, and avoid questionable resources. A final element of this presentation will describe options for people to become involved in eLearning development at St George’s.
Embedding diversity into teaching
This session will outline the context for integrating diversity issues into teaching in medical education. The delegates will look at the varying needs of the diverse student body and look at the different ways they can explore diversity issues in their teaching. The session will be looking at how student and teacher fears can be addressed and working on challenging situations.
Introduction to assessment of learning
Assessment of learning is of major significance in medical and other courses and it is vital that teachers understand the principles of effective assessment. This session enables delegates to recognise concepts of validity and reliability and to understand the significance of sampling, blueprinting and standard-setting. Application of the principles of workplace-based assessment will be discussed.
Giving learners feedback
Some of the most difficult conversations that we have as teachers (and sometimes in our personal lives!) are to do with giving feedback. Most of the difficulties arise from the emotions aroused by giving and receiving feedback. This workshop will discuss giving verbal and written feedback, both negative and positive.
Delegates will have the opportunity to discuss their own experiences of giving feedback and will be able to practice a format for delivering successful feedback in teaching.
Teaching a practical skill
Delegates engage with the principles of teaching a practical skill in an interactive and practical session given by a member of the Clinical Skills Teaching team. You will have the opportunity to apply some of the techniques from this session in the Microteaching session later in the course.
Microteaching is essentially scaled-down teaching, run for a specific purpose. For the TSC, we ask delegates to deliver a seven-minute teaching session to fellow delegates and an observing tutor in order to learn experientially through preparation and delivery of the session and from the spoken and written feedback given by the observers. Delegates are informed of their microteaching topic and the organisational details two weeks in advance and given additional support relating to microteaching during preceding TSC sessions.