DoME NEWS
Issue 2, January 2008
DIVISION of MEDICAL EDUCATION
Welcome to the second edition of DoME
News, the termly newsletter from the Division
of Medical Education that aims to keep
medical school staff updated about
developments in the medical school and the
MBBS (undergraduate) curriculum and to
enable sharing of good practice between
medical educators.
January is always a busy time of the year
and 2008 is no exception. The MBBS Review
and the Postgraduate Review processes
consumed a great deal of energy and time
towards the end of 2007 and following the
consultatio n
period,
planning
the
implementation processes begins this month.
Thank you to all members of staff who
devoted so much time and thought to the
recommendations working groups, thank you
to all who replied in the consultation process
and thank you in anticipation to those who
become members of the implementation
groups.
The Academic Centre for Medical
Education has metamorphosed within the new
divisional structure to become the education
research and staff development unit within
DoME. Headed by Dr Deborah Gill, ACME
has recently said ‘goodbye’ to their second
academic FY2 doctor and ‘hello’ to two new
Clinical Teaching Fellows in Medical
Education (see page 3).
This edition also highlights some
innovations in the curriculum within the SSC
components and elsewhere (see page 6).
We also introduce Laura Brammar, who
has been doing some excellent work with our
medical students in the area of careers and
whose work should be relevant to all staff who
come into contact with our MBBS students.
Finally everyone at DoME wish you all a
happy, prosperous and productive New Year.
THE ACADEMY
EDUCATORS
OF
MEDICAL
This is a newly formed professional
organisation for all involved in the education
and training of medical
students and doctors.
Established in 2006, the
Academy exists to provide
leadership,
promote
standards and support all
those involved in the
academic discipline of medical education. The
next open meeting of the Academy of Medical
Educators is to be held on Tuesday 22
January 2007 at 1.30 at RIBA, 66 Portland
Square, London W1B 1AD. Should you wish
to attend the meeting, please email
info@medicaleducators.org. For more
information about the academy visit their
website at: www.medicaleducators.org.
The main role of the Division of Medical
Education (DoME) is to provide the
infrastructure for maintaining excellence in
education in a research led medical school.
DoME CONTACTS
Director: Professor Jane Dacre
ACME Lead: Dr Deborah Gill
Admissions Lead: Dr Brenda Cross
Curriculum Management & Assessment Lead:
Prof Irving Taylor
Learning Resources Lead:
Ms Deirdre Wallace
Medical Student Administration Lead:
Ms Gaynor Jones
Quality Assurance Lead: Dr Anita Berlin
SIFT Office & Finance Lead:
Prof Jane Dacre
Welfare/Fitness to Practice Lead:
Dr Peter Raven
Divisional Manager: Heather Mitchell
DoME, Level 4, Holborn Union Building,
Archway Campus, Highgate Hill, London N19
5LW
Tel: 020 7288 5209
Email: h.mitchell@medsch.ucl.ac.uk
DoME News ~ Editor: Dr Deborah Gill ~ Layout & Design: Leonie Hayes
Tel: 020 7288 5964 Fax: 020 7288 3322 Email: l.hayes@medsch.ucl.ac.uk
URL: http://www.ucl.ac.uk/dome
DIVISION of MEDICAL EDUCATION
DoME NEWS
included:
One of the first priorities following the
formation of DoME has been orchestrating the
two major reviews of the MBBS programme
and of Postgraduate Taught Courses.
Commissioned by Professor Ed Byrne and
lead by Professor Jane Dacre, Vice Dean and
Director of DoME, these reviews aim to
increase the clarity of purpose of both the
MBBS course and our postgraduate courses
and to ensure best practice in delivery of
medical education. The review processes
started in September with an open invitation
for faculty members to be involved in a series
of
working
groups
to
develop
recommendations. A series of detailed
meetings between the working group leads
produced an overall report for each of the
reviews which are available at
http://
www.ucl.ac.uk/medicalschool/staff/mbbsreview/ and http://www.ucl.ac.uk/biomedicalsciences/postgrad-review/.
•
Creating an integrated and responsive
medical school structure with the MBBS
programme becoming part of the Faculty
of Biomedical Sciences with a single
management, financial and administrative
structure
•
A clearly stated unifying aim for the
MBBS course to ensure clarity of purpose
and planning
•
Ensuring an integrated and flexible MBBS
course that provides a relevant and up to
date student experience
•
Improved support and recognition for
teachers
POSTGRADUATE
REVIEW
EDUCATION
UCL is one of Europe’s top 10 Universities,
and needs to maintain and improve that
position. The provision of high quality
postgraduate courses that are research led
and evidence based is a central component of
our vision. The overall aim of the review was
to reflect on the strengths and weaknesses of
the current provision of courses and to make
recommendations for change.
November and December saw the
consultation period with an electronic
consultation questionnaire and opportunities
to comment on the recommendations sent to
as wide a range of staff and students as
possible. A series of roadshows also
attempted to widen the audience and allow an
alternative opportunity to feedback on
recommendations. The degree of engagement
in this process was excellent and the
information collected in the reviews and the
consultation exercises are being collated and
an implementation plan is being devised at the
Faculty Senior Management Group, hopefully
to begin the implementation phase in the
Spring.
Recommendations of the review process
include:
THE MBBS REVIEW
Although RF&UCMS is recognised as an
excellent Medical School and we pride
ourselves on the quality of our graduates we
must keep abreast of changes in the world of
medicine and in medical education to ensure
our graduates are as prepared as possible for
practising medicine in the 21st Century.
•
a more coherent education strategy
•
central coordination of postgraduate
education and associated finance
•
modularisation to allow a core and
options model for taught course provision
•
better branding and marketing for all our
courses
•
support and recognition for teachers
We would like to thank everyone who worked
so hard on the review process and those who
took the time to read the report and to comment
on the recommendations. Now all we need to do
is the simple task of implementation of the final
recommendations……
Recommendations of the review process
ASSESSMENT DATES FOR YOUR DIARY
FINALS OSCEs—10th to 13th June 2008
YEAR 3 OSCEs—30th & 31st July 2008
New examiners always welcome. Please contact Sabine Morris (year 3)
sabine.morris@medsch.ucl.ac.uk or Tim Cook (year 5) t.cook@medsch.ucl.ac.uk if you would like
to volunteer for this important role.
Tel: 020 7288 5964
Fax: 020 7288 3322
Email: l.hayes@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome
2
DIVISION of MEDICAL EDUCATION
ACME NEWS
teaching fellow taking an out of
programme period for the next two years. She
will continue to do one clinical session as a
paediatric SpR at UCLH. Luci qualified from
Leeds in 2000 and has been a paediatric
trainee since 2002. She has a postgraduate
certificate in medical education from UCL. Her
education research interests include the use
of standardised patients in training for
postgraduate
doctors and
assessment.
Her main role
at ACME will
be with the
G
M
C
Performance
Procedures
Project
but
she will also
be involved in
year
4
assessments
staff development and a whole host of ACME
activities.
WELCOME TO BOB AND LUCI
The Academic Centre for Medical
Education is delighted to introduce two new
members of staff who we hope will be with us
for the next two years.
Bob Klaber has joined us as a part time
clinical academic teaching fellow which he will
combine with a half time role as a SpR in
paediatrics at the Whittington Hospital. Bob
trained at Cambridge, Barts and the London
and has been a paediatric trainee in London
since 2001 . He has a post graduate certificate
in medical education from Queen Mary
College. His education research interests
include the experiences of adolescents in
medical education and handover as an
e d u c a t i o n
opportunity. Whilst
at ACME he will
have responsibility
f o r
s t a f f
development,
Peer
assisted
learning and year
5 examinations.
We are delighted to welcome two such
experienced teachers to our team and hope to
provide the time, encouragement and
inspiration for them to develop their education
research profiles.
Luci Etheridge has
joined us at ACME
as a full time
clinical academic
GOODBYE TO DR MEL GARDNER
ACME are sad to say goodbye to our academic FY2 doctor who rotated to our department for four months as part of her academic
FY2 programme. Mel was well known to us
here at ACME as she had been one of our
peer tutors and a keen teacher on the student
led ‘Sexpression’ programme. During a hectic
four months at ACME Mel was very much
thrown in at the deep end and became involved in a wide range of teaching activities
from 1st year medical students right up to consultant level. She was a PDS tutor, a TIPS
facilitator, and lectured in large group settings.
She was involved in the Dick Whittington and
GMC research projects.
my training. The department was friendly, collaborative and productive; it was impossible to
walk down the corridor or have a tea break
without having a useful conversation that
ended up leading to another bit of interesting
work !”
Mel said, “ it was a fantastic experience to
be involved in lots of aspects of medical education. It has hugely influenced my career
plans and I hope to gain a qualification in
teaching and return to the department later in
Tel: 020 7288 5964
Fax: 020 7288 3322
Email: l.hayes@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome
3
DIVISION of MEDICAL EDUCATION
CURRICULUM UPDATE
ANNUAL REPORT TO THE GMC
ICCM
We are in the process of completing our
annual ‘Quality Assurance of Basic Medical
education’ (QABME) report to the GMC. It will
report on our progress with the curriculum
changes that the GMC visitors suggested and
highlight areas of good practice and
innovation. The main areas they wanted us to
work on were: provision of sufficient choice in
the curriculum; integration of the curriculum,
particularly across the two faculties; and a
dedicated staff responsible for education
quality. SSC provision has been transformed
under the lead of Peter Raven and David
Bender, ably assisted by Tim Cook.
Integration is a major theme of the MBBS
review recommendations and we now have a
Quality Unit headed up by Anita Berlin, the
Sub Dean for Quality and Ann Glasser, QA
Officer. Anita and Ann have made a huge
difference to the way in which evaluation data
is gathered and acted upon and have
maintained close links with the GMC visitors.
We feel very confident that the annual report
will be welcomed by the GMC as evidence of
good progress.
The Quality Assurance Unit website is a well
maintained and informative site that covers
many areas of quality and assurance that
affect teaching, from medical student
feedback to QA SIFT visits. Keep an eye on
the website as they will be posting information
on how to apply for this year’s Excellence in
Medical Education Awards early in the New
Year http://www.ucl.ac.uk/medicalschool/
quality/
The Introductory Course in Clinical
Methods is the three week programme that all
new clinical students complete as an
introduction to learning in the clinical
environment. The transition from classroom to
clinical setting is a huge leap for most learners
and the aim of the ICCM is to ease this
transition and prepare them with foundation
skills in clinical examination and medical
interviewing. The course comprises of
introductory lectures, skills centre based
sessions led by peer tutors and ward based
session to reinforce the skills learnt. The
current system
is difficult for
some firms to
fit into their
timetables and
does not give
the students a
sense
of
‘belonging’ to a
firm. In 2008
we will be trying a new approach where the
timetable for students is based firmly within
the firm’s activities and the students ‘peel off’
for lectures and skills centre sessions. We
hope this model will encourage students to
see more patients and to be around on the
wards when learning opportunities are
possible.
For further information contact Sabine
Morris sabine.morris@medsch.ucl.ac.uk or
Adrian Wagg a.wagg@ucl.ac.uk
ing and the Medical School should be prepared to devolve this responsibility to these
adult learners who are within months of becoming qualified professionals. The scheme
will now be piloted in the 2008-9 session.
CLINICAL PRESIDENT, UCLU
Hello! My name is Andrew Wilson, a 4th
year medical student and the Clinical President of UCL Student’s Union (UCLU) for
2007-8. Next year will see the beginning of a
new era in staff-student partnership and coconstruction of the curriculum. Given the recent changes to the Year 5 programme, the
amount of time available for revision for Finals
has been reduced to just two nerve-wracking
weeks. Earlier this year, I proposed to the
Education Committee to establish a “floating”
Personal Study Week (PSW) for final year
students in which they could spend a week in
self-directed study in preparation for Finals.
There will be some restrictions on when
students can take their PSW (specifically not
in the first or last week of any given rotation),
and the School and the Union are working
together to thrash out the fine print in the New
Year. My goal ultimately is to ensure that UCL
remains one of the very best places to study
medicine. Please do get in contact if you
would like to discuss any matter that affect
students.
Andrew Wilson, PhD
I believe that students should be encouraged to take responsibility for their own learnTel: 020 7288 5964
Fax: 020 7288 3322
uclu-clinical.president@ucl.ac.uk
Email: l.hayes@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome
4
DIVISION of MEDICAL EDUCATION
CURRICULUM UPDATE
subjects taught are of a practical nature this
was noted by the team and the decision was
made to review the course.
ALL NEW DR WHO!
BACKGROUND: For the last three academic years the DR WHO (Workshop for
House Officer Preparation) course has been
delivered to all final year medical students by
the clinical skills team. The course delivers
teaching on care of the critically ill patient.
This is important preparation for both clinical
practice and the short station OSCE’s. The
course has always proved very popular with
the students. In fact much of the main elements of the DR WHO course are now introduced in the 1st year of phase 2 during critical
care week. This means that the majority of
final years attending the course in 2007-2008
are already familiar with the theory and main
priorities of caring for the seriously ill patient. With this in mind
and in response to feedback the
DR WHO course has been given
an overhaul!
ALL CHANGE: The new course is aimed
at a larger number of students, anything up to
48, and is delivered during their A&E attachment. The lectures have been omitted but the
students are provided with a pre-course reading pack which includes all the relevant theory
and a quiz to help revision.
All the main elements of the course that
remain are now delivered in a very practical,
scenario based fashion to encourage self directed and group learning. Students are split
into 3 groups of 12-16 in the morning and the
day starts with an introduction and review of
knowledge. This is facilitated by going through the
quiz. After that each group
rotate around three 70
minute workshops- DRABCDE, Airway management, Initial cardiac arrest
management and defibrillation. Each group is facilitated by a Clinical Skills
Tutor.
The previous one-day course
contained two lectures and small
group workshops. In the morning
students learnt how to assess
and treat a critically ill patient
using the DR ABCDE (danger,
response, airway, breathing, circulation, disability, exposure)
assessment tool. This took the
form of a large group lecture followed by the students being split
into small group for a scenario
based workshop.
In the afternoon the students, in groups of approximately 10, practice
scenarios which bring all
the components together
and focus on team skills
and clinical management
of a cardiac arrest.
The morning also included a
small group workshop revising
airway management.
In the afternoon students revised cardiac arrest management
by having a lecture on the ALS
algorithm and a scenario based workshop
which included management of pre, peri &
post cardiac arrest problems.
So far there have been 5
courses, attended by 180
students, and another 5
courses targeting the remaining final year students
are planned for 2008. The
feedback has been excellent, with comments
such as:
Each small group was facilitated by a Clinical Skills Tutor or DoME lecturer with Resuscitation Council membership, who taught the
same group in each workshop.
‘A well taught day revising extremely useful
topics’
‘Mentors know their stuff and teach enthusiastically’
Feedback included comments such as:
In addition the clinical skills team very
much enjoy delivering a more interactive style
of course, and hope to use the feedback towards a follow up DR WHO study.
‘This is the best day I have spent in medical school in the last 5 years’.
However feedback also showed that the
lectures were less well accepted than the
practical and small group sessions. As the
Tel: 020 7288 5964
Glenda Baillie
Clinical Skills Tutor
Fax: 020 7288 3322 Email: l.hayes@medsch.ucl.ac.uk
website: http://www.ucl.ac.uk/dome
5
DIVISION of MEDICAL EDUCATION
SHARING GOOD PRACTICE
2 students this month. I am based at UCL three
days a week and am
a v a i l a b l e
f o r
appointments all day.
Either, 20 minute quick
query/application form
checks or for one hour
career discussions every
Tuesday, at UCL Careers
Service, ULU Building,
Malet Street. To book a
20 minute appointment
call 020 7866 3600 and
ask for a 'Medical Query'
or email us at careers@ucl.ac.uk to arrange an
hour long discussion. Medical students are always
welcome to visit the Career Service library. Please
see www.ucl.ac.uk/careers for more information.
CAREER ADVICE
My name is Laura Brammar, I have been
working as a Careers Advisor at UCL since
February 2007. I have a role in developing future
careers provision within the Medical School. In
addition to my work at UCL I also provide Careers
Consultancy for C2 Careers, University of London
to external clients including the BMA and London
Deanery. I am a member of both the National
Medical Careers Advisers' Network and of The
Association of Guidance and Careers Advisory
Services (AGCAS). I work with clients on career
direction, electives, application and interview skills
and provide advice on part-time work and
volunteering opportunities.
I have worked successfully with medical
students completing their FY1 applications and will
start an SSC in Career Management Skills for Year
Mental Health, Community
Widening Participation.
STUDENTS CHOICE IN THE MBBS
CURRICULUM
These changes are popular with teachers
and students and allow teachers to do
something different or communicate a
particular enthusiasm of theirs to students. If
you would like to know more about becoming
an SSC provider please contact Tim Cook
t.cook@medsch.ucl.ac.uk
The GMC recommends that students
spend between 25 and 30% of their total
curriculum time pursuing subjects they have
selected themselves. These choices need to
be relevant to their personal and professional
development as doctors and need to show
sufficient breadth so that each student covers
a range of areas and develops a range of
competencies during their chosen activities.
Much of this activity takes place in designated
periods of curriculum time; student selected
components (SSCs). Dr Peter Raven is the
chair of the SSC education subcommittee and
has been working over the last year or so to
increase the number and range of SSCs
available to our students. Tim Cook, the
administrator for SSCs, has created a
dedicated SSC home page on the Medical
School’s Intranet site https://www.ucl.ac.uk/
medicalschool/current-students/courseinformation/ssc/ (UCL username & password
required).
This increase in focus on student choice
has resulted in a number of innovative SSCs
including:
-Teaching and Learning (Institute of
Education) in Phase 1
- Foreign Languages in Phase 1 & 2
- “Balint Group” SSCs
- Clinical Hypnosis
- Introduction to Complementary Therapies
- Self-Organised SSCs in Y5 – 38 final year
students are organising these in 2007-08,
including for example Forensic Medicine,
Bioethics, Tropical Medicine, Community
Tel: 020 7288 5964 Fax: 020 7288 3322
Paediatrics,
OOH AARGH ER
Ooh Aargh ER! is the brand new SSC for
2nd years that has been devised by clinical
skills tutors, Glenda Baillie and Catherine
Phillips from the Clinical Skills team. This
eight week course takes a look at most
aspects of emergency care, focusing on rapid
response and management in the out of
hospital environment.
The SSC has been developed to link
theory to practice by creating emergency
situations that have been adapted from real
life. After ensuring the students have a firm
grip on the theory the onus is placed on
working through a scenario to develop their
practical skills. This course also gives the
students a very useful insight into what is to
come in their third year and provides a good
foundation for future learning. Ooh Aargh ER
has been designed to be interactive and fun
and so far the feedback has been
tremendous, with suggestions that it should be
longer! It ends on a crescendo with a trauma
moulage based on the ATLS model which
puts all the hard work and new skills to the
test. For information contact Glenda Baillie at
g.baillie@medsch.ucl.ac.uk
Catherine Phillips, Clinical Skills Tutor
Email: l.hayes@medsch.ucl.ac.uk
6
website: http://www.ucl.ac.uk/dome
DIVISION of MEDICAL EDUCATION
TPDU NEWS
Photos l to r: Jane Richardson; Dr Deborah Gill; Leonie
Hayes, Ricky Kemp. Below: Carol Parker
THE TEACHING AND PROFESSIONAL DEVELOPMENT UNIT
ability and suitability of courses at UCL and
beyond for those wishing to develop further
their knowledge and skills as medical educators.
The Teaching and Professional Development Unit (TPDU), led by Jane Richardson, is
a unit within the Academic Centre for Medical
Education (ACME) responsible for a range of
staff development initiatives and courses for
teachers involved in delivering the MBBS programme at the Medical School at UCL.
The TPDU also works with a range of postgraduate groups on a consultancy basis providing training and support for foundation
school programmes, doctors in training and
other healthcare professionals, GP and consultant educators. As well as teacher training
and professional development in education
this includes specialist communication skills,
team working, appraisal, professional development, risk and complaints management, ethics
and law in clinical practice.
The remit of the TPDU includes the delivery of the teaching training (TIPS) project, associated short courses; the one to one training
of individual teachers, support on curriculum
development and the support and training of
students who act as peer tutors in the MBBS
programme.
In addition to running basic teaching training (the TIPS Course) twice monthly, we also
run courses on clinical and bedside teaching,
teaching large groups, teaching ethics and law
and teaching communication skills. We provide expert advice for those involved in curriculum planning, teaching delivery and assessment.
We also provide assistance for
those who wish to apply for membership of
professional bodies such as the Higher Education Academy and can advise on the avail-
If you are interested in attending the TIPS
courses or would like more information on
these courses please contact Ricky Kemp;
r.kemp@medsch.ucl.ac.uk
If you would like to discuss your individual
or departmental requirements in relation to
teaching training and professional development in an educational context please contact
Jane Richardson;
j.richardson@medsch.ucl.ac.uk
students at any one time. Students will be
able to review lectures with slides and audio,
recorded from the lecture, on the UCL Moodle
site where course handouts are also currently
available. It is hoped that
this will enhance our students learning experiences, and expose them
to new and exciting ways
of communication.
MEDICINE & VIDEOCONFERENCE
TEACHING
Media Resources have installed a completely new video conferencing facility which
links all three teaching campuses together,
providing a potential communications link to
anywhere in the world. The taught course in
‘Medicine and Uses of Medicine’ for year 3
students started using this facility in October
2007. This has allowed a uniform core curriculum to be delivered by one lecturer to all
three teaching sites, engaging 360 medical
Tel: 020 7288 5964
Fax: 020 7288 3322
X Cont. page 8
Email: l.hayes@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome
7
DIVISION of MEDICAL EDUCATION
TPDU NEWS
XKey features of the new videoconference
set-up include:
•
All sites can hear and see each other
•
The system can transmit video, audio and
data Presentations/DVD/Visualisers
•
Instant control can be given to any participating site
•
Each session can be recorded and archived for later viewing
of facilitators teaching the course. The first of
these was delivered on 19th September 2007.
A number of significant changes were made.
We felt that the delivery of the course as it
stood did not reflect that of large group teaching in three key ways:
(1) Participants reported that being in a
classroom rather than lecture theatre did not
recreate the (often anxious) feeling of
‘performing’ in a large lecture theatre.
(2) The previous groups of 12 did not in
themselves constitute a large group audience
– and so the occasion lacked a certain sense
of realism.
With the new infrastructure additional locations can be added to expand the system
HELP WITH TEACHING USING VIDEOCONFERENCING
(3) There was no role-modelling of how to
teach a large group using interactive techniques in a lecture theatre. Teaching these
concepts without actually demonstrating them
had led to some scepticism amongst previous
participants.
Attending the TIPS 1 and TIPS 3 courses
will provide you with key teaching skills that
can be applied to this remote teaching facility.
The new TIPS 3 course offers specific focus
on the challenges of teaching large groups.
Please
contact
Ricky
Kemp
r.kemp@medsch.ucl.ac.uk to express your
interest in attending either
NEW VENUE, NEW COURSE
We moved the course to the new 125 seat
lecture theatre in the undergraduate centre at
the Whittington Hospital where we tripled participant numbers to 36. This new venue enabled us to theoretically and practically demonstrate good practice in large group teaching:
•
Using interactive techniques, i.e. show of
hands, quiz format, partial handouts, role
play.
•
Using video clips and live demonstrations
of both effective and ineffective teaching
practices.
TEACHING
•
Facilitators:- Andrew Wilson (UCL), Glenda
Bailie (Clinical Skills Centre, Royal Free Campus) Carol Parker, Bob Klaber (ACME)
Improving clarity with signposting and
linking the material to the TIPS 1 foundation course.
•
Using 4 different facilitators to show a
diversity of presentational styles to allow
participants to integrate individual aspects
into their own teaching practice.
GO LARGE
TIPS 3
COURSE
LARGE
GROUP
The aim of the course is to efficiently maximise your skills in presentation and delivery to
large groups. Workshop topics include:
•
Interacting in a large group
•
Structuring your session to maximise
learning
•
Preparing your materials, resources,
audience and yourself
•
Developing & delivering an effective
presentation
The afternoon is dedicated to small group
work where participants are asked to examine
a number of situational problem-oriented
teaching case studies, in small groups of 5-6.
The opportunity is then offered for some
course participants to present their findings to
the large group, which was carried out with
humour and enthusiasm! The day is set up as
an exercise in situated learning - participants
can then reflect on the experience and share
their thoughts with the rest of the group.
The new one-day TIPS 3 large group
teaching course was designed using feedback
from previous participants, and the reflection
Tel: 020 7288 5964
Fax: 020 7288 3322
In all, the pilot course on 19th September
Email: l.hayes@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome
8
DIVISION of MEDICAL EDUCATION
TPDU NEWS
Our top TIPS for successful large group teaching:
2007 was an enjoyable day for participants
and facilitators alike! Feedback from participants was on the whole positive:
Previously, I found it difficult to know how
to interact with a large group.
You reemphasised the dynamics and methods in
which this can be done.
All the lectures with videos, the use of
frameworks and encouraging audience participation were the best aspects of the course.
The course has increased my confidence
in initiating interaction and managing this process.
I found the group work using case examples really useful, trying to think of possible
techniques to manage a particularly difficult
teaching situation. It really was excellent, interactive and fun!
•
Remember that a large group is simply a
collection of smaller groups.
•
Prepare the audience for their role when
you set tasks. If you manage your interactive tasks well, you are unlikely to lose
control of the group.
•
Preparation is key to success – think
about how you can break up your large
group teaching session into a series of
different sections and interactive tasks
which combine together to deliver the key
goals and learning objectives.
Remember, enthusiasm
FORTHCOMING DATES:
is
infectious!
We look forward to welcoming you to our
next large group teaching course.
Two
courses are planned Wednesday 9th April and
Wed 16th July, 2008.
I enjoyed the group work. It brought together all we’d learned, by using practical examples.
Please
contact
Ricky
Kemp
r.kemp@medsch.ucl.ac.uk to secure a place.
TIPS 1 COURSE DATES
Thursday 31st January & Friday 1st February
Tuesday 5th & Wednesday 6th February
Thursday 7th & Friday 8th February
Thursday 17th & Friday 18th April
Thursday 8th & Friday 9th May
Monday 19th & Tuesday 20th May
Tuesday 24th & Wednesday 25th June
Contact: Mr Ricky Kemp—r.kemp@medsch.ucl.ac.uk
Tel: 020 7288 5964
Fax: 020 7288 3322
Email: l.hayes@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome
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