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Clinical Education Courses, Resources and Support for Supervisors and Health Profession Educators

Contents

Introduction
Medical Colleges
Selected Universities & Associations
Resources

Introduction

This is an overview of courses and resources offered to medical educators. The scan has been limited to medical education for purposes of scale and manageability. This report provides a description of the courses/workshops and resources offered by medical colleges and associations, and a selection of universities both national and international.

Medical Colleges

There is a vast array of education courses for medical educators and supervisors offered by the colleges, and a significant difference in their scope and depth. These range from compulsory and comprehensive to more cursory offerings. Most of the courses and workshops attract Continuing Professional Development points which are detailed below.

 

Medical Colleges

Name of Medical College

Course information

CPD Points

Comments

Anaesthetists (ANZCA)

There is a 15 minute pre-course phone call to determine learner needs and motivation. Train the trainer course:13 online modules which include course activities and an after course activity to complete. Members to complete a minimum of 8 modules (6 core & 2 electives & after course activity) + 3.5-4.5 days face to face course attendance. It is expected that the 13 modules will be reduced to 11 in 2020. Currently 30 volunteer anaesthetists are trained to deliver the course. It is unaccredited. The course includes 15 mins of skills teaching. Open to trainees.

2 points per face to face hour

Dermatologists (ACD)

Supervisor/Mentor program online (not a good uptake). Webinairs people can watch. Supervisor courses online (not a good uptake). Category 1: 4 Supervision modules consisting of 7 tutorials of 2-3 hours in length = 21 hours in total. Teaching and Learning in a medical context.Compulsory for trainees.Category 3: Workplace behaviour which all fellows must complete by end of 2020. Trainees will be encouraged to complete. Cognitive Institute employed for Assessment course.

Category 1 = 1point. Category 3 = 2 points

People are a) too busy working. B) Don’t feel the need. Trainee survey tend to be uncritical due to desire not to give negative feedback and individual supervisors remain unidentified. Supervisor survey shows a familiarity with the curriculum. College relies on 360 degree model of peer to peer feedback.

Emergency Medicine (ACEM)

5 x 45 minute Clinical teaching/Supervision online modules available for specialists. DEMTS - 1 day unaccredited certificate series of workshops that include discussions about supervision, assessment and teaching. For a site to be approved for teaching/training it must have supervisors who have attended the 1 day course (as well as passing the accreditation quality assurance standards). Teaching & Learning also based in the curriculum of trainees

awarded based on time spent

GPs (RACGP)

75546 - Avant webinar: Clinical supervision at the point of care.
EAR Accreditation Training Course (no longer available in 2019). Educators are referred to an RTO.


GPSynergy: RTO that trains GPs how to teach:
GP Synergy regularly runs and participates in educational activities for medical students and prevocational doctors. GP Synergy registrars are invited to participate as facilitators and presenters in these fun, and often hands-on, activities. (non-accredited)
https://gpsynergy.com.au/training-opportunities/teaching-and-education/
https://www.racgp.org.au/education/gps/supervisors-and-examiners/supervising-medical-students

2pts

• Available online
Other:https://www.racgp.org.au/education/gps/supervisors-and-examiners/supervising-medical-students/guidelines-for-general-practice-supervisors
• Guidelines for the Supervision of Medical Students in General Practice (PDF 651 KB) is designed for use by general practitioners and the primary care team to assess their suitability and capability to take on the responsibility for supervising medical students and prevocational doctors.
• Teaching medical students - Tips from the frontline an article by Dr James Best uses a case study to illustrate key aspects of supervising medical students in general practice.
• Trainees in the Practice: practical issues an article that describes the key aspects of patient and financial management when trainees are present in the practice and suggests solutions to potential issues.
Practice teaching tips for busy clinicians from a series of articles originally published in the Medical Journal of Australia. These also include hospital training, but the principles apply to supervision in the general practice setting. Each topic focuses on how the clinical environment provides enormous opportunities for effective experiential learning.

Medical Admin (RACMA)

Faculty Education Program: Censors, Supervisors, Preceptors, Trainers:
• Develop understanding of the Medical Leadership and Management Curriculum Competency Framework and the Assessment Framework of the Fellowship Training Program.
• Building expertise knowledge of the assessment – formative and summative – and any development in the Fellowship Training Program domains.
• Develop and enhance skills of the training Faculty in the evaluation of performance and formative / constructive feedback.
• Upskill Faculty on how to enhance their interface and engagement with RACMA Candidates.
• Enhance observation and feedback skills for Supervisors, Preceptors/Coaches and Jurisdictional Coordinators of Training (JCTs).
• Orientate non-FRACMA Supervisors to support their performance in their supervisory roles of RACMA Candidates.
eLearning courses for Fellows:
• Operating With Respect
• Academy of Surgical Educators
• Clinical Assessors for International Medical Graduates (IMGs)
• Clinical Decision Making
• Clinical Decision Making - Post course activity
• Intercultural Competency for Medical Specialists
• Interviewer Training for IMG Interviews
• Keeping Trainees on Track
• Non-technical Skills for Surgeons (NOTSS)
• SAT SET
• Standards of Performance
eLearning resources for Fellows
• Trainees in Difficulty

  • Faculty Education/Training Webinars and Teleconferences to identify and address key FTP related, education and training issues.
    Monthly webinar tutorials on Research Training Domain(RTD) that are offered to Candidates and their Supervisors, Preceptors and JCTs for information and assessment outline on the research projects.
  • PD sessions to the members of the Board of Censors around feedback and exam upskilling for Censors involved in the RACMA examination process via observation of exam footage.
  • Trainingon constructive feedback, development of the Annual Training Program, Research Training and Curriculum mapped training activities.
  • A Forumfor discussions led by senior Faculty members or external providers in contemporary topics for RACMA Supervisors, to enhance understanding of the Candidacy training and assessment in the Fellowship Training Program.
  • Face to face workshops(organised by the College for RACMA Faculty). These workshops generally take place at the annual conference.
  • Post Grad Cert/Dip/Masters of Science in Clinical Education(Published by the University of Edinburgh and NHS Education of Scotland) Fully Online: The first two years of the programme consist of three, 10-week courses.The Certificate year of the programme is made up of three courses that are compulsory; the Diploma year has one core course and offers a range of options for the additional two courses. These options allow you to develop your interests in a particular aspect of clinical education (leadership and management, research, or a self-selected topic).The MSc year involves a small-scale research project, conducted in your own setting, to be written up as a dissertation.All assignments are designed to allow you to integrate your learning to your clinical practice

Obstetrics & Gynaecologists (RANZCOG)

The Clinical Educator Training Programis compulsory for all trainees who commenced in the FRANZCOG Training Program from December 2013. The module compromises of 8 interactive online units covering the principles and practice of clinical supervision.

• RANZCOG Training Supervisor Workshops
Core/Advanced and Subspecialty Training Supervisors are required to attend a RANZCOG Training Supervisor workshop every 3 years of their appointment.
This seminar delves into the issues encountered by Training Supervisors as they balance a wide range of workplace demands, College requirements and trainee requests while supporting trainees on their learning journey.
The format for the day aims to be interactive, drawing upon your experience and the contributions of the facilitators, to resource you as a training supervisor.
There’ll be a range of strategies for you to replenish your supervisor toolkit.

  • Member log in required.
  • Documentation for Training Supervisors
  • Training Program Curriculum & Handbook page
  • Re-accreditation of Hospitals page
  • Consultant Information (PDF)
  • Three-monthly Formative Appraisals page
  • Six-monthly Summative Assessments page
  • Deadlines for submissions page

Ophthalmologists (RANZCO)

All linked to CPD: LEVEL 1 ACTIVITY

  • Participating in College activities e.g. serving as a member of College Committees, supervising trainees
  • Participating in other relevant committee e.g. AMA
  • Participating in “Train the trainer” training
  • Teaching College trainees, medical, optometry and nursing students*
  • Participating in Diversity and Inclusion meetings/workshops
  • Developing educational resources e.g. writing or editing Office Record Review protocols, Focal Points test questions, online ethics courses
  • Mentoring College trainees
  • Participating in voluntary aid projects
    Meetings/conferences/courses/workshops –non-clinical e.g. medical defence
  • Taking Journal-based assessment tests
  • Directed journal reading, including journal club
  • Undertaking relevant postgraduate studies
    Conducting Research

10 pts/yr for each activity
10 pts/yr
10 pts/yr
1pt/hr max 30 pts/yr
1pt/hr
1pt/hr 5pts/yr
20 pts/yr
1 pt/hr, max 7 pts/dy
1pt/hr
1pt/hr

20 pts/yr
1 pt/hr, max 7 pts/day

Ophthalmologists (RANZCO) (2)

LEVEL 2 ACTIVITY

  • Conducting training audit
  • Completing international development activity report
  • Attending interactive meetings, conferences, workshops e.g. Cognitive Institute
  • Presenting poster/paper at scientific meeting
  • Author of paper published in refereed scientific journal
  • Author of book chapter/book, editor of book
  • Reviewer of manuscript, journal articles, books, theses
  • RANZCO Examiner Activities#
  • Other activities not listed

10 pts per year
5 pts per report, max 15 pts/yr
1pt/hr, max 7pts/dy
10 pts
20 pts
30 pts
1pt/hr
Up to 40 pts
1pt/hr

Teaching, training and examination

Fellows should retain the following documentation and submit, if required to verify:

  • Brief description of teaching topics
    dates, location, duration and participants involved
    details of examinations attended, brief description of topics, participants and dates
    copies of letters of invitation or letters of appreciation etc.
  • Presentations – copy of the presentation or program, notes, date, time and location of presentation
  • Research and publication

Fellows should retain the following documentation and submit, if required to verify:

  • Publications – provide details of the published work, e.g. photocopy of article reference etc.
    research – details of project and organisation conducting the research.

Paediatrics (RACP)

The free RACP Supervisor Professional Development Program (SPDP)
three hours long with a 10-20 minute break (face-to face) or held over a five week period (online).
• Practical Skills for Supervisors
• Teaching and Learning in Healthcare Settings
• Work-based learning and assessment
Supervisor Professional Development Program (SPDP) Coaching program
C
oaching is a strategy commonly used to support a coachee to improve their performance and achieve their goals
Become a SPDP online course / face to face workshop facilitator:
• Training for facilitators of face to face workshops (1.5 day Facilitator Training Forum)
• Preparation of facilitator and participant workshop materials
• For online courses, training in online facilitation with technical support and moderation provided by the Digital Learning unit

3 CPD per hour

The primary purpose of the Educational Leadership and Supervision Framework is to support excellence in medical education and enhance physician trainee outcomes. The Framework covers:

  • Roles and structure
  • RACP Standards
  • Accreditation, selection and appointment
  • Evaluating effectiveness

Accreditation of all supervisors by the end of 2020 is a priority.
Physician training is transitioning to a competency-based medical education model in a challenging environment. Therefore, it is essential to build capacity and capability in the supervisor workforce to support this transition and look at how we can increase our supervisor pool to ensure the delivery of quality medical education.

Resources:
Trainee Support documents- https://www.racp.edu.au/trainees/trainee-support/resources
• Advanced trainee in difficulty (Supervisors)
• Basic trainee in difficulty (Directors of Physician Education)
• Training Support: Helping trainees get back on track (eLearning resource)
• College Trainees in Difficulty Policy and Support Pathway
• Training Support Process Document
• Training Support Pathway Diagram
All RACP training programs include work-based assessments to assess a trainee’s day-to-day performance in their workplace. Work-based learning and assessment tools:https://www.racp.edu.au/trainees/assessments/work-based-assessments
Presentations and resources developed for trainees by RACP Fellows and expert practitioners to support Trainees. Training resources:https://www.racp.edu.au/trainees/training-resources

Pathologists (RCPA)

1st time course - 3 hours 10.10.19, supervisor course f2f & teleconference. Due to problems since 2017 -2019. Could become annual. All supervisors are required to complete supervisor training and maintain currency. An online option is available, but this only provides 2 year currency.Between 25 and 30 workshops/per year. We do not permit people with no involvement in Pathology training to attend. All new Supervisors are required to undergo training to become accredited.
Supervisors must subsequently participate in a face-to-face Supervisors’ Workshop once every five years in addition to successfully completing an online Supervisor module every two years. Participation in this training is recorded by the College.
Auditing for compliance may also be undertaken. Prior to commencing as a Supervisor, the prospective Supervisor is required to
undergo mandatory training in respect of the College’s Policy on Anti-Discrimination, Harassment and Bullying and Cultural Competence. This training must be subsequently refreshed every five years. This may be in the form of a course organised by an employer organisation.

The new training course is being introduced as a result of difficult training situations noted in the past 24 months. Trying to align trainee and supervisor expectations.Westmead:A very poor stand outthis year where all the trainees failed their exams. Trainees reported being overworked and under-supported due to severe staff shortages. Trainees are voting with their feet and not selecting Westmead which might lead to poorer quality candidates and therefore more difficulties.There is no feedback loop from the colleges to Westmead on this. The college is waiting to see if this year was an aberration or whether it is substantiated with similar results this coming year

Physicians (RACP)

  • Supervisor Professional Development Program Compulsory by 2020. For ALL supervisors.
    The free RACP Supervisor Professional Development Program (SPDP) is:
  • A three part program designed and developed specifically for Supervisors, in collaboration with leaders in education.
  • run by RACP Fellows with assistance from Member Support Officers, or online facilitated by an RACP Fellow
  • Held online or in local healthcare settings and at specialty Annual Scientific Meetings.
  • Able to be completed in any order.
  • Three hours long with a 10-20 minute break (face-to face) or held over a five week period (online).
  • categorised as Practice Review & Improvement on the RACP's 2018 MyCPD Framework

3 CPD per hour for attending SPDP workshops.

Teaching and learning resources:For Trainees -Online educational courses relating to supervision include: Training support, Tele supervision, Physician Self-Care and Wellbeing and Creating a safe workplace.Curated Collections: Teaching
A collection of resources and professional development tools based on the contributions and peer review of RACP Fellows and other experts. Pomegranate Health - Episode 7:The Art of Supervision:Our guests explore how the role of the supervisor has changed over time (as well as where the role ends), the skills needed for a good supervisor, and some suggestions on how to deliver constructive criticism.Support for physician educators:Description of roles and responsibilities for basic and advanced physician supervisors. Selection of websites supporting the well-being of supervisors:https://www.racp.edu.au/fellows/physician-health-and-wellbeing/resources

Support for Trainees: Wellbeing links & links to templates for:

  • Improving Performance Action Plan template
  • Record of Meeting template can used to document additional meetings
  • Trainees in Difficulty Policy and Support Pathway
  • Training in Difficulty Support Process
  • Training Support Pathway Diagram
  • Training Support Online Learning Resource

Psychiatrists (RANZCP)

Assessor and supervisor resources
2003 Fellowship program: supervisor and DOT resources
Resources developed for use in supervisor training.
2012 Fellowship program: supervisor resources
Resources for Directors of Training and supervisors of trainees under the new 2012 (competency-based) Fellowship Program.

Unable to review - member log in required

Radiologists (RANZCR)

The Director of Training workshop (DoT) is held twice a year, this is only available to current DoT’s not the general membership of RANZCR or trainees.
The next workshop would be Wednesday 16th October.
For attending the DoT workshop, members can claim points under 6.3 Medical Professional Courses for 1 point per hour (excluding break times)’.
DoT Workshop is a full day Workshop (generally commencing from 9am and concluding at 5pm).
More information can be found at - https://www.ranzcr.com/fellows/clinical-radiology/trainers-and-examiners
Under the heading ‘Resources for Trainers in Clinical Radiology’
AMEE Essential Skills in Medical Education (ESME) courses: https://amee.org/courses/amee-esme-online-courses/esme-online
ESME courses are designed for those new to teaching, and for teachers with some experience who would like a greater understanding of the basic principles and an update on current best practice. The courses recognise that all teachers, even those with considerable experience, can improve their skills in teaching. AMEE-ESME Certificate in Medical Education
The course runs across 12 weeks and is made up of webinars, reading and discussion boards with participants. It is a great introduction to medical education and participants who complete course assignments receive an AMEE-ESME Certificate in Medical Education in the areas addressed by the course.

1 point per hour (excluding break times)’

Rural and Remote Medicine (ACRRM)

Supervisors
Each registrar has a supervisor appointed for the duration of their training. RVTS registrars usually work in solo practice in rural and remote locations.The supervisor generally does not work in the same location as the registrar.Contact with the registrar is typically provided via telephone, email or skype.
An RVTS supervisor must have sufficient qualifications and experience to act as an appropriate supervisor or mentor.A supervisor must
•be a registered medical practitioner with the Australian Health Professionals Regulation Agency
•be a Fellow of ACRRM or RACGP
•have experience in rural and remote general practice
•have past or present experience in supervising / mentoring.

Accreditation

For AGPT pathway, facilities such as general practices, hospitals, AMS and RFDS that meet the required standards and wish to apply for on-going accreditation as a teaching post for any of the three stages of training for the College apply through the local Regional Training Organisation.Accreditation of supervisors

Accreditation of supervisors is conducted at the regional level in conjunction with a training provider to ensure local knowledge. The steps involved in the accreditation of a supervisor are:

  1. Training provider assesses the supervisor against ACRRM standards for the stage of training they're being accredited for, i.e. CCT, PRRT or AST
  2. Supervisor is deemed by the training provider to be suitable and to meet the ACRRM standards
  3. Training provider recommends supervisor to ACRRM for accreditation, and
  4. ACRRM awards accreditation if appropriate.

Surgeons (RACS) 1

Foundation Skills for Surgical Educators (FSSE):
• Understanding learners and what is needed for learning
• Planning teaching to support learning
• Using questions effectively
• Recognising teaching and learning opportunities in the clinical environment
• How to give effective feedback and avoid the "pitfalls"
• Assessing trainees and how you as an assessor influence the reliability and validity of assessments
Mandatory for Surgeons who are involved in the training and assessment of RACS SET Trainees.

1 pt per hour – max 7 pts in category 3

Educator Studio Sessions
CPD points: Fellows who participate can claim one point per hour (maximum of two points) in Category 3
Selection of Speakers and topics across Australia and NZ 2019:
• Associate Professor Kelvin Kong FRACS, "Surgical Education, Getting the house in order"
• Dr Sean Stevens: Surgical education and training in Timor-Leste: What are the challenges and how they are interrelated?
• Dr Ian Incoll: Evaluation of the Effect of a Smartphone-Based Feedback App on Trainees and Trainers in Orthopaedic Surgery
• Dr Rhiannon Bousonnis: Evaluation of SEAM in General Surgery: opinions on an e-learning curriculum
• Professor Russell Gruen - Harnessing technology in surgical training and continuing education
• Dr Peter Harris - Portfolio assessment in medical education

Surgeons (RACS) 2

Coming Soon: Promoting Advancement in Surgical Education (PrASE)
PrASE is a two-day, interactive course that helps surgical educators build on knowledge and skills learned in the Foundation Skills for Surgical Educators (FSSE) course. It empowers surgical educators to deliver excellence in training and education by exploring learner-centred surgical education, trust and feedback, trainees at risk, assessment and supervision, and leadership in surgical education.
This course is still under development.

Surgeons (RACS) 3

Co-Badged with University of Melbourne
Graduate Certificate 1 year P/T ($12,992), Graduate Diploma (2 years P/T $26, 634) and Masters (2 years P/T $40, 957) level programs in surgical education are now offered in partnership with the Department of Surgery and Medical Education Unit, the University of Melbourne and the Royal Australasian College of Surgeons.
Offered through the Department of Surgery and Austin Health, in partnership with the Royal Australasian College of Surgeons (RACS), this course caters to the unique challenges of clinical and surgical settings and recognises the advanced technologies that are increasingly important in surgery and surgical training.
With multiple delivery modes including online and face-to-face learning, the Master is designed with the flexibility to accommodate practising surgeons as they become world-class educators
• Surgeons
• Veterinary surgeons
• Clinical proceduralists
• Obstetricians
• Gynaecologists.

 

Selected Universities & Associations

The university sector offers a selection of courses for medical educators. These courses are diverse in range. Learners can enrol in:

  • An unaccredited (Unacc) certificate of attendance course
  • A face-to-face (F2F) or online course of study
  • Fully accredited (Acc), online post-graduate qualifications:
    • Post-graduate Certificate
    • Post-graduate Diploma
    • Masters
A number of universities also offer clinical teaching and assessment resources that are fully available through their websites.

 

Selected Universities & Associations

Level of qualification

Provider

Course Name

Acc

Unacc

Online

F2F

Blended

Other

Australian Medical Council (AMC)

Work Based Assessment

Work-based assessment http://wbaonline.amc.org.au/

Online Units for:

  • Assessing clinical skills & knowledge in the workplace
    Case-based discussion
    Multisource feedback
    Resource guide
    Giving effective feedback

AMC

Annual assessor training workshops

Introduced under the 2007 COAG Nationally consistent assessment of International medical Graduates (IMGs) initiative.
WBA has been adopted at 15 hospitals nationwide across 7 health providers.
Duration of the WBA program is 12 months. The AHPRA supervised practice requirement is fulfilled during the assessment program to support eligibility for general registration.
WBA programs are accredited in accordance with AMC Accreditation of Workplace Based Assessment Providers: Standards and Procedures
WBA program enables supervisors and assessors to familiarise themselves with WBA assessment methods and requirements, and to identify any changes to the program over the previous 12 months

AMC

Assessment Calibration workshops:

http://wbaonline.amc.org.au/lessons/rg-8-training-and-calibration-of-assessors/

Calibration sessions are informal education sessions organised on site by the program director throughout the year as required. The aim of a training and calibration program is to ensure that assessors are:

(a) oriented to the assessment methods to be used, to what each method assesses, and how it is applied
(b) made aware of their own performance as an assessor

Confederation of Post-graduate Medical Education Councils (CPMEC)

Two-day Professional Development Program for Registrars

*

This intensive two-day face-to-face workshop typically covers the following areas:
•Roles of the registrar & transitional issues
•Leadership & Management
•Increasing Self-awareness
•Communication & Learning Styles
•Registrar as Teacher
•Effective Time Management & Delegation
•Supervising Others: Different Styles of Leadership
•Managing Stress
•Managing Safety & Quality
•Conflict Resolution
•Techniques for Giving and Receiving Feedback
•Team Building skills
•Action Planning and Goal Setting

*Accredited with the CPMEC

Confederation of Post-graduate Medical Education Councils

PDPR Trainer Accreditation Program (TAP)

*

TAP provides trainers with the necessary knowledge of the underpinning philosophy of the program, training and delivery methods and teaching resources. Completion of the accreditation will be conditional on the trainer delivering a program initially under an experienced PDPR trainer within twelve months of completing the training program.
• The PDR Competency Framework
• Dealing with transitional issues
• Building self-awareness
• Communication & Influencing Styles
• Managing change and conflict
• Building effective work teams
• Different styles of supervision
• Safety & Quality
• Giving & Receiving feedback
• Action planning

*Accredited with the CPMEC

Cognitive Institute Queensland

Mastering Clinical Supervision

  • To increase the ease and effectiveness of undertaking clinical supervision
  • To connect with how adults learn
  • To apply a model of teaching centred around ‘coaching’ clinicians
  • To provide effective feedback
  • To create a basic action plan for a clinician under supervision no matter what the
  • level of performance
  • To deal with the poorly performing or ‘difficult’ clinician
  • To immediately apply practical skills in the workplace

Cognitive Institute Queensland

Mastering Clinician Coaching and Feedback

Effective techniques for managers aiming to improve the performance and accountability of clinicians

Coaching and providing feedback to colleagues in a busy workplace presents many challenges and requires very specific skills to motivate improved performance.

In the healthcare environment, this challenge can be even more difficult when working with doctors, nurses and allied healthcare professionals. Because of their training and cultural influences, some clinicians can often see offers of assistance or ideas for improvement as a personal attack on their credibility and self-worth.

Post Grad Cert/Dip/Masters in Clinical Education

Flinders University SA

https://www.flinders.edu.au/study/courses/postgraduate-clinical-education

The program provides an understanding of foundational principles of symbiotic clinical education, the ability to demonstrate advanced and applied knowledge and skills in clinical education, and the opportunity to contribute to this specialist body of knowledge by undertaking a significant piece of educational research in the masters. Masters is offered either by coursework or research. Topics cover areas such as symbiotic clinical education for the health professions, assessment of learning for the health professions, reflective learning and teaching, leadership and change for the health profession, research skills in clinical education, and a research project in clinical education (masters).

John Hopkins Medical School, USA

Giving Feedback

https://www.hopkinsmedicine.org/fac_development/flash/feedback.html

Provides faculty and resident supervisors with the knowledge and skills they need to provide effective feedback to a learner, whether in the laboratory, classroom or clinic.

London Deanery, UK

Foundation e-learning programme: Professional Capability: 4 Keeps practice up to date through learning and teaching:

https://www.eintegrity.org/e-learning-healthcare-course/foundation-programme.html

Online modulese-Learning for Healthcare. London Deanery. Multi-professional Faculty Development.

https://www.e-lfh.org.uk/foundation-e-learning-programme-professional-capability-4-keeps-practice-up-to-date-through-learning-and-teaching/

London Deanery

The Medical Mentoring programme

https://www.e-lfh.org.uk/programmes/medical-mentoring/

Certificate of Attendance

Smart Moves

Teaching on the Run

https://www.staff.uwa.edu.au/faculties/health-staff/teaching/on-the-run

Certificate of Completion

University of Melbourne

Clinical Supervision

Tutorial 1: What is clinical supervision?
Tutorial 2: A brief look at educational theories
Tutorial 3: Coaching clinical learners
Tutorial 4: Learner centred clinical supervision
Tutorial 5: The challenging learner
Tutorial 6: Being a reflective supervisor

Certificate of Completion

UOM

How to do Online Learning

Tutorial 1: Introduction to construct and delivery of online and mobile learning
Tutorial 2: Learning design principles
Tutorial 3: Low touch online learning pedagogy
Tutorial 4: High touch online learning pedagogy
Tutorial 5: Course evaluation in online learning
Tutorial 6: Understanding the business of online learning
Tutorial 7: Working with a course development and delivery service (MLU)
Tutorial 8: Working with a course development and delivery service (MSPACE)
Tutorial 9: Creating a course - trouble shooting

Professional Certificate in Evidence-Based Teaching

UOM

Professional Certificate in Evidence-Based Teaching

Master of Education in Evidence-Based Teaching

UOM

Master of Education in Evidence-Based Teaching

UOM

Assessment and Teaching of 21st Century Skills

MOOC

• Graduate Certificate 1 year P/T ($12,992)
• Graduate Diploma (2 years P/T $26, 634)
• Masters (2 years P/T $40, 957)

UOM - Co Badged: RACS

Offered in partnership with the Dept of Surgery and Med Ed Unit, the UMEL and the RACS.
Offered through the Dept of Surgery and Austin Health, in partnership with (RACS)

This course caters to the unique challenges of clinical and surgical settings and recognises the advanced technologies that are increasingly important in surgery and surgical training.
With multiple delivery modes including online and face-to-face learning, the Master is designed with the flexibility to accommodate practising surgeons as they become world-class educators
• Surgeons
• Veterinary surgeons
• Clinical proceduralists
• Obstetricians
• Gynaecologists.

Graduate Certificate of Medical Education

University of Wollongong

Graduate Certificate of Medical Education

24 CPD

MEDC901 Introduction to Medical Education
MEDC902 Practice of Teaching in Medicine
MEDC903 Assessment of Medical Students
MEDC904 Professionalism in Medicine

University of NSW

Blended Learning Approach to Supervisor Training (BLAST) online modules for clinical educators everywhere

https://www.clinsupervisor.com/modules/medicine/

  • Attributes of a Good Clinical Supervisor
  • Clinical Reasoning
  • Providing Feedback
  • Identifying and Managing Struggling Students

• Post Grad Cert/Dip/

Masters of Science in Clinical Education

University of Edinburgh and NHS Education of Scotland

Fully Online: The first two years of the programme consist of three, 10-week courses.The Certificate year of the programme is made up of three courses that are compulsory; the Diploma year has one core course and offers a range of options for the additional two courses. These options allow you to develop your interests in a particular aspect of clinical education (leadership and management, research, or a self-selected topic).The MSc year involves a small-scale research project, conducted in your own setting, to be written up as a dissertation.All assignments are designed to allow you to integrate your learning to your clinical practice

University of Sydney

Clinical Teaching Training Program

Team-Based Learning

Team-based learning (TBL) provides a structured form of active, small group learning. A relatively new pedagogy to medical education, team-based learning has gained popularity within the last 10 years.Its structured format provides opportunities to apply and build on conceptual knowledge through a sequence of steps involving preparation, in-class readiness assurance testing, and the application of knowledge through clinical problem solving activities

USYD

Clinical Teaching Fellowship Program

Clinical Teaching Fellowship Program

The Clinical Teaching Fellowship (CTF) Program is a new initiative to prepare the next generation of clinicians and basic scientists to deliver high-quality medical student teaching within Sydney Medical School.The Fellowship program is open to affiliates of the University of Sydney.It aims to provide faculty development and mentorship in clinical teaching over a one year period, and is integrated with delivery of the ‘Team Based Learning’ (TBL) approach to medical student teaching.

The CTF program provides formal training, a choice of informal professional development activities, and practical co-teaching opportunities in TBL. Fellows completing the program will be formally recognised by Sydney Medical School.

Certificate of attendance

USYD

Peer Teacher Training Program

Peer Teacher Training Program

This unique program is designed to provide health professional students with opportunities to develop skills in teaching, assessment and feedback, in preparation for peer assisted learning activities, and future health professional practice.

Delivered as a six module program, participants are provided with theoretical background and opportunities for active participation in small group interprofessional learning teams. Course participants receive a certificate as evidence of formal training in teaching and assessment.

Delivery: a combination of online modules and a half day face to face class. Formative assessments take place throughout the program.

https://sydney.edu.au/medicine-health/our-research/research-centres/sydney-health-professional-education-research-network.html

Certificate of attendance

USYD

Clinical Teaching Training Program

Clinical Teaching Training Program

The Clinical Teacher Training program is designed to provide health professionals with opportunities to develop skills in teaching, assessment, feedback, mentorship, and journal club presentation.

Delivery: a combination of online modules and a half day face to face class. Formative assessments take place throughout the program

This program is divided into eight modules:

—Module 1: Introduction to the teacher training program and effective feedback.

—Module 2: Planning and delivering a teaching session.

—Module 3: Teaching a skill.

—Module 4: Assessment and feedback in the clinical setting.

—Module 5: Small group teaching.

—Module 6: Effective clinical handover

—Module 7: Journal club and critical appraisal.

—Module 8: Mentorship.

Western Sydney University

Faculty devt workshops

To be introduced in 2020 – a series of workshops improving clinical teaching skills (in production)

 

Resources

The identified resources for medical educators consist of the following:

  • Curriculum frameworks and guidelines for junior doctors
  • Assessor and supervisor resource guides and kits
  • Tips on how to:
    • Plan teaching
    • Teach and lecture
    • Give feedback
    • Design OSCEs & MCQs
    • Conduct workplace assessments
Recommended journals

 

Resources

Name of Provider

What

Website

Description

Australian Medical Council

Australian Curriculum FrameworkResources

http://www.cpmec.org.au/index.cfm?Do=View.Page&PageID=201

•Raising Awareness Toolkit
•Guidelines for Implementation
•Assessment
•Education
•Term Description Template/s
•National Resource Development Guidelines

Australian Medical Council

National Workplace Implementation Guidelines for the Australian Curriculum Framework for Junior Doctors

http://www.cpmec.org.au/files/referenceguidelines-educationalistsv5.pdf

National Workplace Implementation Guidelines for the Australian Curriculum Framework for Junior Doctors

Australian Medical Council

Assessor and supervisor resources

https://ww2.health.wa.gov.au/Careers/International-applicants/International-medical-graduates/Workplace-based-assessment/Workplace-based-assessment-for-supervisors-and-assessors

Assessor and supervisor guides
WBA Assessor Guide (PDF 1,103 KB) or (Word 1,885 KB)
WBA Supervisor Booklet (PDF 799 KB) or (Word 1,184 KB)

Assessor and supervisor training package
WBA assessor and supervisor training package outline (PDF 460KB)
WBA assessor and supervisor training package introduction (PDF 93KB)
WBA supervisor and assessor training package presentation (PPT 1,582 KB)
Sample assessment forms (PDF 274 KB)

Australian Medical Council

Videos for Workplace Assessment

http://wbaonline.amc.org.au/lessons/gef-2-giving-effective-feedback-individual-use/

http://wbaonline.amc.org.au/lessons/gef-2-giving-effective-feedback-individual-use/

AAU Data Exchange

How to lecture

http://aaude.org/system/files/documents/public/air2010.pdf

Twelve tips for creating effective PowerPoint presentations(and others) by Mary Harrington

AMEE

How to teach small groups

https://www.tandfonline.com/doi/pdf/10.3109/0142159X.2010.505454?needAccess=true

Journal Article:Edmunds S, Brown G.Effective small group learning: AMEE guide no. 48. Med Teach [serial online]. 2010; 39(9):715-26.

BMJ

ABC OF LEARNING AND TEACHING IN MEDICINE

https://medicine.hofstra.edu/pdf/faculty/facdev/facdev-classroom-teaching-learningandteaching.pdf

Classic textbook: Cantillon, Hutchinson & Wood(Available in pdf through My Athens)

Bradford training scheme (external site)

resources for medical education

https://www.bradfordvts.co.uk/teaching-learning/trainers-tool-kit/

https://www.bradfordvts.co.uk/online-resources/feedback/

videos, many resources

HETI

Medical Educator Superguide

https://www.heti.nsw.gov.au/__data/assets/pdf_file/0008/426248/medical-superguide-interactive.PDF

The SuperSummary:
Supervising doctors at the point of care

Journal of Paediatric Child Health

Writing multiple choice questions

Can be found on My Athens - link not available

Campbell DE. How to write good multiple-choice questions. J Paediatr Child Health [serial online]. 2011;47(6):322-5.

Learning Centered Teaching

How to lecture

https://learnercenteredteaching.wordpress.com/teaching-resources/eight-steps-to-active-lecturing/

Eight steps to active lecturing, by Terry Doyle, Learning Centered Teaching

Medical Teacher

How to teach at the bedside

pdf available here

Journal Article: Bharamgoudar R, Sonsale A.Twelve tips for medical students to make the best use of ward-based learning. Medical teacher. 2017:1-4

Medical Teacher

How to teach in Outpatients

Paper can be accessed via research gate

Ashley P, Rhodes N, Sari-Kouzel H, Mukherjee A, Dornan T. 'They've all got to learn'. Medical students' learning from patients in ambulatory (outpatient and general practice) consultations. Medical teacher. 2009;31(2):24-31.

Medical Teacher

How to give feedback in the clinical environment

https://mfdp.med.harvard.edu/sites/default/files/files/2015/Mentoring/ResourcesForMentors/Twelve%20tips%20for%20giving%20feedback%20in%20clincal%20setting.pdf

Ramani S, Krackov SK.Twelve tips for giving feedback effectively in the clinical environment. Med Teach. 2012; 34(10):787-91.

Ulster Med Journal

Designing OSCEs

https://www.ums.ac.uk/umj080/080(3)127.pdf

Gormley G. Summative OSCEs in undergraduate medical education. Ulster Med J. 2011;80(3):127-32

Western Sydney University

Resources for Clinical and Community Teachers

https://www.westernsydney.edu.au/medicine/som/medical_education/teaching_the_teachers

Resources gathered for Clinical educators

WSU

Supporting the Staff who Support Students: Resources
Case 1 Video
Case 2 Video
Case 3 Video
Case 4 Video
Case 5 Video
Case 6 Video

https://www.westernsydney.edu.au/medicine/som/medical_education/support

Workshop Facilitator Guide (PDF, 640.04 KB) (opens in new window)Opens in a new window
Participant Handout (PDF, 597.82 KB) (opens in new window)Opens in a new window
Supporting Staff who Support Students Presentation (PPTX, 4568.44 KB) (opens in new window)Opens in a new window
Resources and References (PDF, 414.59 KB) (opens in new window)Opens in a new window
Workshop Evaluation Form (DOCX, 211.67 KB)

Writing multiple choice questions

http://www.med.cmu.ac.th/secret/edserv/curriculum/manual/teach_manual/Constructing%20Written%20Test%20Questions%20for%20the%20Basic%20and%20Clinic.pdf

Case, S. Swanson, D.Constructing written test questions for the Basic and Clinical Sciences.

Recommended Journals

• The Clinical Teacher
• Medical Education
• Medical Teacher
• Academic Medicine
• BMC Medical Education

Govt of Western Australia

Western Australian Workplace Based Assessment Program (PPT 4044KB)

WA Health workplace-based assessment for international medical graduate: AMC course explained in power point

Smart Moves

Teaching on the Run Tips

https://www.nwpgmd.nhs.uk/resources/teaching-run-tips-series

PDF icon tip1 - Doctors as teachers.pdf
PDF icon tip2 - Educational guide for teaching in a clinical setting.pdf
PDF icon tip3 - Planning a teaching epsiode.pdf
PDF icon tip4 - Teaching with Patients.pdf
PDF icon tip5 - Teaching a skill.pdf
PDF icon tip6 - Determining competence.pdf
PDF icon tip7 - Effective use of questions.pdf
PDF icon tip8 - Assessment and appraisal.pdf
PDF icon tip9 - In-training assessment.pdf
PDF icon tip10 - Giving feedback.pdf
PDF icon tip11 - The junior doctor in difficulty.pdf
PDF icon tip12 - Planning for learning during clinical attachments.pdf
PDF icon tip13 - Being a good supervisor - preventing problems.pdf
PDF icon tip14 - Teaching in ambulatory care.pdf

 

You can download a pdf copy of the Clinical Education Courses, Resources and Support for Supervisors and Health Profession Educators here

 

 

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