Courses

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Preparing for Supervising & Teaching for Medical Educators (PSTME)

Course

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The Preparing for Supervising and Teaching programme for Medical Educators is a highly interactive course presented by the OxCEME (Previously delivered as DLT Med Eds.).   The PSTME is designed for all medical educators of clinical undergraduates and postgraduate trainees with patient contact and/or involvement.  It is also suitable for new entrants to medical education who wish to seek further qualifications in medical education in the future. This includes but not limited to:

 

· Postgraduate Doctors in Training (incl. those providing informal or bed-side teaching) 

· Consultant Clinical and Educational Supervisors

· Career Grade Trainers and Educational Supervisors

· Clinical Tutors

 

The PSTME consists of one taught interactive workshop followed by an optional workshop for clinical and educational supervisors (approximately 8 hours contact time which covers GMC criteria for accreditation).  

What previous participants say about the course>

Preparing for Leading Change in Medical Education (PLCME)

Course

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Many medical educators have already implemented creative initiatives in their role and now want to tackle larger educational projects and engage more colleagues from diverse backgrounds in bringing about change. This participatory one day course explores the challenges and barriers to leading change in medical education and introduces some underpinning strategies and criteria for success.

 

Who should participate in the course?  

Experienced medical or clinical educators seeking a supportive forum to explore the principles and practice of leadership in medical education. 

What will participants gain from participating in the course?

By the end of the day participants will

 

· have increased their knowledge and skills on educational leadership

· have an increased understanding of the challenges and benefits of multi-professional collaboration in medical education

· be aware of key models of change appropriate to an educational context

· have begun to develop their own strategy for change. 

Preparing for Evaluating Medical Education Teaching (PEME)

Course

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Actively seeking constructive feedback on teaching events and programmes is an essential skill in developing as a medical educator.  This highly participatory one day course introduces participants to some essential principles of evaluation and considers how these translate into straightforward practical techniques in medical education. Participants will critique a range of evaluation tools and then to devise both an evaluation strategy and suitable tools for their own teaching.  Some participants may find it beneficial to complete the Preparing for Supervising and Teaching (PSTME) course first, however this is not a requirement.

 

Who should participate in the course?  

Interested medical or clinical educators who would like to use constructive evaluation techniques to improve their teaching.  

What will participants gain from participating in the course?

By the end of the day participants will

· have increased knowledge of principles of evaluating learning events and programmes

· have critiqued a range of evaluation tools, identifying their pros and cons and suitability for their own context 

· have identified those aspects of their own teaching which would benefit most from feedback from learners and other stakeholders

· be able to devise an evaluation strategy for a programme and also specific tools to undertake an effective evaluation. 

Preparing for Group Work in Medical Education (PGWME)

Course

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Many medical educators have already implemented creative initiatives in their role and now want to tackle larger educational projects and engage more colleagues from diverse backgrounds in bringing about change. This participatory one day course explores the challenges and barriers to leading change in medical education and introduces some underpinning strategies and criteria for success.

 

Who should participate in the course?  

Experienced medical or clinical educators seeking a supportive forum to explore the principles and practice of leadership in medical education. 

What will participants gain from participating in the course?

By the end of the day participants will

 

· have increased their knowledge and skills on educational leadership

· have an increased understanding of the challenges and benefits of multi-professional collaboration in medical education

· be aware of key models of change appropriate to an educational context

· have begun to develop their own strategy for change. 

Preparing for Research in Medical Education (PRME)

Course

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This highly interactive one day course introduces participants to some essential principles and methods of research in medical education. The course aims to give a basic understanding of some fundamentals research concepts required for conducting your first research project in medical education. It is the intention of this course to support participants to engage in doing their own first research. Whilst some participants may find it beneficial to complete the Preparing for Supervising and Teaching (PSTME) course first, this is not a requirement and the PRME may be taken separately.

 

Who should participate in the course?  

 

Interested medical or clinical educators who have little or no experience with conducting research in medical education

Simulation-Based Teaching Masterclass

Simulation is becoming an important methodology in filling the gap between theory and practice in medical education. Simulation-based teaching provides a structured, learner-centred environment in which practitioners at any stage of their career can learn or practise skills without causing harm to patients. The advantages and benefits of simulation are reflected in its increasing global use as a learning methodology in under and postgraduate medical education.  Whilst some participants may find it beneficial to complete the Preparing for Supervising and Teaching (PLT) course and Feedback Masterclass first, this is not a requirement and the Simulation-based Teaching Masterclass may be taken separately.

 

Who should participate in the Masterclass?  

 

· Any medical or clinical educators who are interested in improving their simulation-based teaching skills

· Training Programme directors considering simulation-based teaching in their training programme and seeking a deeper understanding

Feedback Masterclass

The importance of feedback in medical education is well established. There are several models of how to provide feedback effectively available to trainers. Each possesses innate strengths and weaknesses. In practice we have noted how trainers faced with situational complexities (and with limited time available to them) may come to rely on one or two feedback models with which they are more familiar. Not only does this reduce the effectiveness of their feedback, but it also lacks learner-centeredness as the model chosen is mainly based on what suits the trainer rather than the trainee.

 

This half-day highly interactive Masterclass offers the chance to look at the ‘Feedback in clinical education’ in depth and practice a variety of models in different clinical contexts. Whilst some participants may find it beneficial to complete the Preparing for Supervising and Teaching (PSTME) course first, this is not a requirement and the Feedback Masterclass may be taken separately.

 

Who should participate in the Masterclass?  

  • Clinical/ Educational supervisors

  • Experienced medical educators

  • Senior trainees with teaching role in clinical settings

  • Clinical tutors

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