About the Course 

Both receiving and giving teaching are at the core of clinical practice. In today’s busy, modern, medical careers, taking the time to not only teach, but to do so in an evidence-based way, is unfortunately often superseded by more pressing priorities. 

The Medics.Academy Teach the Teacher course is designed to put modern teaching into focus and make it relatable to clinical life. While patient pressures may always feel more imminent, developing a robust teaching skill is vital in sustaining a good level of education throughout junior and senior staff. Consistent, quality medical education has been shown to both improve patient outcomes whilst reducing burdens on working staff. 

The skills and knowledge contained in this video should serve as a solid base for you to begin to design your own lessons and teaching as well as a starting point for further learning.

This course will take approximately 45 minutes to complete.

Text & media

This course covers the following Foundation Programme Curriculum areas:

4. Keeps up to date through learning and teaching

5. Demonstrates engagement in career planning

6. Communicates clearly with patients and team members in a variety of settings

About the Author

Dr. Shane Jackson

Working for 5 years as an admissions tutor for a new sixth form college, Dr, Shane Jackson devised UCAS recognised diplomas preparing students for university. This included courses specific to healthcare, Oxbridge and other high competition applicants. The sixth form went from a new start-up to the best school in the country during his time there, and Dr. Jackson saw each of his students gain entry into some of the most prestigious universities in the country. After graduation, he concentrated on his medical career, with rotations in both medicine and surgery at several Centres of Excellence. His work with students moved online, providing application guidance to medical school applicants in both the US and the UK. Over the past years, he has also provided medical consultancy to a variety of online health publications and start-ups.  Focus has since moved back to building a complete online platform for all UK university applicants with a specialty focus on Oxbridge and Healthcare students.

Course Curriculum

  • 1

    Teach the Teacher

    • Introduction

    • Why we teach

    • Roles of the clinical teacher

    • The essence of teaching

    • Student needs analysis

    • The good clinical teacher

    • Plan and be S.M.A.R.T.

    • Bloom's taxonomy

    • Putting planning into practice

    • The history of teaching

    • Utilising teaching models

    • Interpersonal skills

    • Adapting for group work

    • Delivering lectures

    • Constructive feedback - the missing link

    • Conclusion

    • Test yourself

References

1. Seabrook MA. Medical teachers' concerns about the clinical teaching context. Med Educ. 2003;37(3):213-22.

2. Blanchard DS. Peer-teaching: an important skill for all medical students and doctors?. Perspect Med Educ. 2015;4(1):6-7.

3. Bahmanbijari B, Beigzadeh A, Etminan A, Najarkolai AR, Khodaei M, Askari SMS. The perspective of medical students regarding the roles and characteristics of a clinical role model. Electron Physician. 2017;9(4):4124-4130.

4. Kolb, David. (1984). Experiential Learning: Experience As The Source Of Learning And Development.

5. Konietzko R, Frank L, Maudanz N, Binder J. Interprofessional education in Erlangen: A needs analysis and the conceptual work of a student working group. GMS J Med Educ. 2016;33(2):Doc18.

6. Hadley JA, Wall D, Khan KS. Learning needs analysis to guide teaching evidence-based medicine: knowledge and beliefs amongst trainees from various specialities. BMC Med Educ. 2007;7:11.

7. Davey Smith G. Commentary: Known knowns and known unknowns in medical research: James Mackenzie meets Donald Rumsfeld. Int J Epidemiol. 2016;45(6):1747-1748.

8. Kikukawa M, Nabeta H, Ono M, et al. The characteristics of a good clinical teacher as perceived by resident physicians in Japan: a qualitative study. BMC Med Educ. 2013;13:100. Published 2013 Jul 25. doi:10.1186/1472-6920-13-100

9. MacLeod, Les. "Making SMART goals smarter." Physician Executive, vol. 38, no. 2, Mar.-Apr. 2012, p. 68+.

10. Bloom, Benjamin S. & David R. Krathwohl. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York , Longmans.

11. Longman. Anderson, Lorin W., David R (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of educational objectives (Complete ed.). New York:.

12. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.

13. Burr SA, Brodier E, Wilkinson S. Delivery and use of individualised feedback in large class medical teaching. BMC Med Educ. 2013;13:63.