The CEP offers six educational skills courses, as well as a teaching observation and feedback session. Each course involves completion of a course guide followed by a 90-minute online, or two-hour face-to-face, workshop. You can select courses to suit your individual development needs. Some participants may choose to complete just one course, however, more commonly, participants choose to complete the full suite of six. There is no requirement to complete the courses in any particular order. Each of the courses has been designed to map to a specific General Medical Council (GMC) framework area as stipulated in the Criteria for Trainer Recognition. The GMC criteria are underpinned by the Academy of Medical Educators' (AoME) professional standards for medical, dental, and veterinary educators (2014). The six courses on offer are (click on the title to read the description): Expand all Collapse all Teaching in Clinical Environments 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 Planning and Evaluating Teaching 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. Interactive Teaching and Learning 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 Assessment in Medical Education 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 Giving Effective Feedback 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 Equity, Diversity and Inclusion 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. In addition to the six courses, participants can also take part in a teaching observation and feedback (TOF) session. This is an opportunity to have your teaching observed by a CEP tutor in a safe and supportive environment and it constitutes Framework Area 7. Once you have registered with CEP, a member of the administrative team will be in touch via email with details of how to access course content and live workshops. Teaching Observation and Feedback Session What types of teaching do you observe? We interpret teaching very broadly and will observe any type of educational encounter, and in any environment where this is practical. Examples include, but are not limited to: lectures tutorials ‘Problem-Based Learning’ sessions simulation supervision clinical/bedside teaching teaching in specialist settings (theatre, anaesthetic room, laboratory) online teaching We will observe online only where we attend at the time of teaching, ie we will not provide feedback on pre-recorded video lectures or recordings from live lessons. We can observe postgraduate and undergraduate supervisory meetings provided your learner has consented in advance. Your teaching session should ideally be scheduled for one hour but we can be flexible. How do I arrange to have my teaching observed? Email the CEP administrators at cep@ed.ac.uk to request a teaching observation. Dependent upon tutor availability, you will be put in touch with a CEP tutor with whom you can agree any specific arrangements. We are flexible and will do our utmost to accommodate your request, but we ask that you provide as much notice as is possible. You will be asked to provide the following information: Dates and times of teaching Duration Venue (platform if your teaching is online) Nature of your teaching Approximate number of learners Your contact telephone number We recommend that you only request a teaching observation and feedback session once you have demonstrated commitment to the programme by completing some of the courses. How do I prepare for my teaching observation session? There is no specific preparation required, however, we recommend that you reflect on the CEP workshops that you have attended as you might wish to apply any learning from those to your teaching. What happens on the day of the observation and feedback session? Meeting details can be agreed via email with the allocated tutor in advance of your observation. In the case of in-person teaching, the CEP tutor will come to your location in good time before your session starts. In the case of online teaching, you will be expected to provide a link that will let the tutor log in to your lesson. A second link may be required for the feedback discussion – again, this can be discussed with your allocated tutor prior to the observation date. All observations are mapped to the Professional Standards Framework (PSF 2023) | Advance HE (advance-he.ac.uk) for teaching and supporting learning in higher education. There will be a feedback discussion after your session and we would like to stress that there is no assessment element to this. The teaching observation is an informal developmental activity and its purpose is to highlight what you do well and identify where there may be potential for development in your teaching. The feedback discussion usually takes about 30 minutes. You will be provided with a copy of your teaching observation and feedback document shortly after the observation (usually within one week). This article was published on 2024-09-09
