Teach The Teacher For Doctors (asynchronous)
- Description
- Curriculum
- FAQ
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Welcome to our comprehensive online Teach the Teacher course designed for doctors (be it junior or senior doctors), clinicians and healthcare professionals who aspire to become effective educators in their respective fields. This course is meticulously crafted to empower clinicians with the pedagogical skills, instructional strategies and innovative techniques essential for delivering impactful and engaging educational experiences to their peers and trainees.
Virtual Learning Experience
Embrace the convenience of a fully virtual asynchronous course, allowing you to participate from the comfort of your home and go through the content at your own pace.
Duration
The course content spans 2 days but the self-paced format allows you to determine the time commitment – so it can be shorter or longer depending on how you pace yourself. Participants can spread their learning, tailoring it to their individual schedules. The course must be completed within 90 days of signing up.
Assessment Components
Assessments include a short reflective essay (max 500 words) and quizzes (unlimited attempts allowed), and are required for completion of the course. The reflective essay allows you to articulate your insights, while the quizzes evaluates your understanding of the course material.
Certificate of Attendance
Upon successful completion of the course and marking of the essay, participants will receive a certificate attesting to their dedication and proficiency as clinical educators. This certificate can be added to your portfolio to serve as evidence of training in teaching methods.
Need a synchronous/Virtual Classroom course?
Check out our 1-day Virtual Classroom course – all students enrolled in the Virtual Classroom get free access to this course!
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1
An Introduction To Teaching The Teacher -
2
Introduction to Adult Learning
Aims:
Explore theories such as Knowles's Andragogy, Mezirow's Transformative Learning and Freire's Pedagogy of the Oppressed.
Discuss implications for medical education, emphasising the role of experiential learning and self-directedness.
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3
Introduction to Clinical Teaching
Aims:
Review social cognitive theories and their application to clinical teaching.
Explore the role of observational learning and communities of practice in clinical education.
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4
Creating an Engaging Learning Environment
Aims
- Integrate constructivist theories, including Piaget and Vygotsky, into the creation of dynamic learning environments.
- Explore the application of social constructivism in fostering collaborative learning among healthcare professionals.
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5
Introduction to Teaching Principles -
6
Reflecting On Your Learning
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7
Feedback Mechanisms
Aims:
Examine feedback theories, including Hattie and Timperley's Feedback Model.
Explore how constructive feedback contributes to self-regulated learning and continuous improvement.
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8
Approaches to Feedback in Medical Education
Aims:
Revise the value of formative and summative feedback
Apply theories of motivation to the design of feedback
Explore approaches to delivering feedback
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9
Assessment Methods in Medical Education
Aims:
Explore Bloom's Taxonomy, focusing on its application in crafting assessments that target different cognitive levels.
Discuss the role of formative and summative assessments in promoting deeper learning and critical thinking.
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10
Assessment Strategies
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11
Reflecting On Your Learning
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12
Bedside Teaching Skills
Aims:
Integrate social constructivist theories and Experiential Learning Theory into bedside teaching strategies.
Discuss the importance of narrative medicine and storytelling in clinical education.
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13
Case-Based Learning
Aims:
Integrate constructivist theory into the design of case-based learning.
Explore the Zone of Proximal Development (ZPD) and its relevance to CBL facilitation.
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14
Technology in Teaching
Aims:
Analyse learning theories that support the integration of technology in medical education.
Explore the SAMR (Substitution, Augmentation, Modification, Redefinition) model for technology integration and its implications for medical educators.
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15
Teaching in Clinical Contexts
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16
Reflecting On Your Learning
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17
How to use the Learning Environment
Aims:
Consider Maslow’s hierarchy of needs to create a nurturing learning environment
Explore the value of traditional and flipped classrooms
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18
Understanding Diverse Learning Styles
Aims:
Explore learning style models such as Kolb's Experiential Learning Theory and Gardner's Multiple Intelligences.
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19
Reflective Practice in Teaching
Aims:
Apply reflective practice theories, including the work of Dewey and Schön, to the reflection process.
Explore how reflective practice can be integrated into medical education
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20
Fostering a Reflective Learning Environment
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21
Reflecting On Your Learning
