Courses and timetable

This course runs in May and November.  

Workshop dates: will be available in 2026

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

correct as of 09/10/25

This course runs in March and September.   

Workshop dates: see below

Please be aware there are currently three dates published for this workshop in March 2026, two more dates will be added in due course. 

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.

*Capacity correct as of 26/01/2026

This course runs in April and October.  

Workshop dates: see below

Please be aware there are currently three dates published for this workshop in April 2026, two more dates will be added 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

*Correct as of 22/01/2026

This course runs in January and July.  

January workshop dates: please see below.  

July workshop dates: will be available in Spring 2026

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

Correct as of 18/12/25

 Correct as of 24/11/25

This course runs in February and August.   

February workshop dates: see below

August workshop dates: will be available in Spring/Summer 2026

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.

*Capacity correct as of 26/01/26