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Faculty Development

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Further information

This module was written by Judy Mckimm, Visiting Professor of Healthcare Education and Leadership, Bedfordshire & Hertfordshire Postgraduate Medical School.  The module relates to areas 1, 2, 3, 4 and 5 of the Professional Development Framework for Supervisors in the London Deanery.

Teachers’ toolkit

Download guidelines for giving and receiving feedback in pdf format.

References

Department of Health. Modernising Medical Careers (MMC) website www.mmc.nhs.uk  (accessed 24 July 2007).

Gordon J (2003) BMJ ABC of Learning and Teaching in Medicine: one to one teaching and feedback. British Medical Journal. 326: 543–5 (accessed 23 July 2007).

Hill F (2007) Feedback to enhance student learning: Facilitating interactive feedback on clinical skills. International Journal of Clinical Skills. 1: 21–4.

Hesketh EA and Laidlaw JM (2002) Developing the teaching instinct: feedback. Medical Teacher. 24: 245–8.

King J (1999) Giving feedback. British Medical Journal. 318: 2.

Kolb DA (1984) Experiential Learning: experience as the source of learning and development. Prentice Hall, Englewood-Cliffs, NJ.

Kurtz S, Silverman J and Draper J (1998) Teaching and Learning Communication Skills in Medicine. Radcliffe Medical Press, Oxford.

Pendleton D, Scofield T, Tate P and Havelock P (1984) The Consultation: an approach to learning and teaching. Oxford University Press, Oxford.

Proctor B (2001) Training for supervision attitude, skills and intention. In: Cutcliffe J, Butterworth T and Proctor B (eds) Fundamental Themes in Clinical Supervision. Routledge, London.

Ramsden P (1992)  Learning to Teach in Higher Education. Routledge, London.

Silverman JD, Kurtz SM and Draper J (1996) The Calgary-Cambridge approach to communication skills teaching. Agenda-led, outcome-based analysis of the consultation. Journal of Education in General Practice. 7: 288–99.

Spencer J (2003) BMJ ABC of Learning and Teaching in Medicine: learning and teaching in the clinical environment. British Medical Journal. 326; 591–4  (accessed 23 July 2007).

Vassilas C and Ho L (2000) Video for teaching purposes. Advances in Psychiatric Treatment. 6: 304–11. The Royal College of Psychiatrists (accessed 23 July 2007)

Walsh K (2005) The rules. British Medical Journal. 331: 574 (accessed 22 July 2007).

Further reading

ASME Understanding Medical Education Guides:

  • Boursicot KAM, Roberts,TE and Burdick WP (2007) Structured Assessments of Clinical Competence. Association for the Study of Medical Education, Edinburgh.
  • Launer J (2006) Supervision, Mentoring and Coaching: one-to-one learning encounters in medical education. Association for the Study of Medical Education, Edinburgh.
  • Norcini JJ (2007) Workplace-based Assessment in Clinical Training. Association for the Study of Medical Education, Edinburgh.
  • Pitts J (2007) Portfolios, Personal Development and Reflective Practice. Association for the Study of Medical Education, Edinburgh.
  • Schuwirth LWT and van der Vleuten CPM (2006) How to Design a Useful Test: the principles of assessment. Association for the Study of Medical Education, Edinburgh.
  • Wood D (2006) Formative Assessment. Association for the Study of Medical Education, Edinburgh.

BMJ ABC of Learning and Teaching in Medicine: learning and teaching in the clinical environment, at www.bmj.com

 

 

Course glossary

Aim
An aim in educational terms, is a brief statement of intent, indicating the scope and range of intended learning outcomes that the educational episode has been structured to address.
Appraisal
A positive and ongoing process to provide feedback on performance, review progress and plan action. The appraisal interview or discussion is a key part of the process where strengths and areas for improvement are summarized and agreed and a formal development plan is made.
Assessment
Assessment is the term used to indicate an appraisal of students' performance. Typical formal assessments in medicine include written examinations, Multiple choice questionnaires (MCQ), observations of clinical or communication skills, Objective Structured Clinical Examinations (OSCEs) and Multi-Source Feedback (MSF). Assessments may be summative (where the marks gained contribute to a formal grade or award) or formative (where the focus is on providing feedback for ongoing development).
Class
Class refers to hierarchical differences between individuals or groups in societies or cultures . Factors that determine class may vary widely from one society to another. However, economic disadvantage and barriers to access servces are major issues within class discrimination.
Learning Outcomes
Learning outcomes are similar to learning objectives in that they specify the intended outcomes of the programme of study. These should be stated in clear and specific terms and should be developed along with a specification of the learning experiences that will allow the outcomes to be achieved.
Learning outcomes
Learning outcomes are similar to learning objectives in that they specify the intended outcomes of the programme of study. These should be stated in clear and specific terms and should be developed along with a specification of the learning experiences that will allow the outcomes to be achieved.
Supervision
Usually a formal one-to-one relationship, focussed around professional conversations to help the supervisee develop reflective professional practice, learning and skills with the aim of improving patient care.