Course timetable

The CEP offers six educational skills courses, each one containing a compulsory workshop that participants are required to book and attend.

Further information on how to register and enrol for each of our courses are noted within the relevant course. Please note the registration for each workshop opens about 3 months in advance and closes 48 hours before the start of the workshop.

 

 

This course is mapped to GMC Framework Area 1 “Ensuring safe and effective patient care through training”. We have structured the course to focus on teaching in the clinical environment, with an emphasis on protecting patients and enhancing care through a process of induction to the clinical environment and effective learner supervision. We will also consider how you might balance your clinical responsibilities with the educational needs of your learners. Finally, we will explore clinical uncertainty and ask, how do you support learners to navigate this constant phenomenon?

Learning outcomes

By the end of this course, you will be able to:

  • Promote opportunities for learning in a range of clinical workplaces
  • Support students to maximise learning from these opportunities

This course will run from 7th October until 30 November 2024. Please see the available dates of the live sessions on TuBS.


This course is mapped to GMC Framework Area  2 - "Establishing and maintaining an environment for learning". This course aims to help you design and structure an episode of planned teaching and we will also consider how you might evaluate your teaching practice.

Learning Outcomes

By the end of this course you should be able to:

  • Develop an environment that is conducive to learning
  • Compose explicit learning objectives
  • Select appropriate methods to undertake an effective evaluation of your teaching.

Dates and a link to register or enroll for this course will be available in due course.


This course is mapped to GMC Framework Area 3: “Teaching and facilitating learning.”  There is no single overarching theory of learning but a variety of educational theories exist across fields such as psychology, sociology and neuroscience and many of these theories offer a rationale to explain why interaction can help promote learning and maintain learner engagement. This course aims to highlight the value of interaction in teaching and learning and to inspire and encourage you to try out some ideas with your learners.

Learning outcomes

By the end of this course, you will be able to:

  • Explain the role of interaction in teaching and learning
  • Demonstrate an interactive approach to your teaching

Dates and a link to register or enroll for this course will be available in due course.


This course is mapped to GMC Framework Area 4 "Enhancing learning through assessment". One aim of this course is to help you reflect on assessment in medical education generally: what is its purpose and who is it for?  A further aim is to introduce you to some specific methods of assessment that are used in undergraduate and postgraduate medical training.  Finally, we aim to leave you in a position where you feel more familiar with the assessments used in your context and better able to contribute to assessment design.

Learning outcomes

By the end of this course you should be able to:

  • Explain the purposes of assessment, both generally and in your context
  • Describe some frameworks and methods of assessment that are commonly used in medical education
  • Contribute to the design or development of assessments that are used in your context
DateDayTimeDelivery ModeLocationCapacity
9 JanuaryThursday1000 - 1130OnlineZoom9
14 January Tuesday1400 - 1530OnlineZoom14
20 JanuaryMonday1000 - 1130OnlineZoom7
24 JanuaryThursday1000 - 1200In PersonVictoria Hospital Kirkcaldy - within Alberta Room15
29 JanuaryWednesday1000 - 1200In PersonRIE - Seminar room 313

 


This course is mapped to GMC Framework Area 5 - "Supporting and monitoring educational progress".  A primary aim of this course is to help you reflect on the meaning and purpose of feedback in your context.  We also offer an opportunity to examine your feedback practices and processes, and to consider how these might be improved.  We look at what the research suggests are core principles of good feedback and highlight how they could be put into practice.

Learning outcomes

By the end of this course you should be able to:

  • Discuss the meaning and purpose of feedback
  • Critically reflect on how you engage in feedback, both verbal and written
  • Develop feedback practices that support learners in a central and active role
DateDayTimeDelivery ModeLocationCapacity
3 DecemberTuesday1000OnlineZoom0
9 DecemberMonday1400In PersonVictoria Hospital, Kirkcaldy0
11 DecemberWednesday1400OnlineZoom0
13 DecemberFriday1000In PersonRoyal Infirmary, Edinburgh7
18 DecemberWednesday1400In PersonRoyal Infirmary, Edinburgh1
20 DecemberFriday1400OnlineZoom0

Please complete your enrollment on TuBS.


This course is mapped to GMC Framework Area 6 - “Guiding Personal and Professional Development” and it has several broad aims. We will draw your attention to the inequalities faced by students and trainees who find themselves marginalised in education and the impact this has on their inclusion, development, and, ultimately, career progression. We will also consider how we, as educators, might facilitate inclusion and contribute towards building a more equitable environment where learners can thrive. Finally, we will look at inherent bias.

Learning Outcomes

 Following participation on this course you should be better able to:

  • Describe the benefits that a diverse staff and student body can bring to education, the NHS and wider society.
  • Promote diversity and support inclusion within your own teaching, learning and assessment activities.
  • Identify your own biases and manage these in such a way as not to discriminate or exclude others.

Dates and a link to register or enroll for this course will be available in due course.


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