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Learning activities
Select one or more of the activities below to develop your teaching clinical skills.
If you are registered on the site, you can do this in the ‘reflections area’. Click on the ‘my area’ link at the top of the page to access your personal pages. Please note that you must be logged in to do this. Please also note that you will need to contribute to the ‘reflections area’ during the course of the module in order to complete and print out your certificate.
Activity 1
Ker and Bradley summarise the potential applications of simulation. Taking each of these areas of clinical teaching/learning in turn, identify how you currently achieve these in your own teaching context and how might this be achieved more effectively and ethically.
| Potential applications | How do you achieve this now? | How might this be achieved more effectively and ethically? |
| Routine learning and rehearsal of clinical and communication skills at all levels | ||
| Routine basic training of individuals and teams | ||
| Practise of complex clinical situations | ||
| Training of teams in crisis resource management | ||
| Rehearsal of serious and/or rare events | ||
| Rehearsal of planned, novel or infrequent interventions | ||
| Induction into new clinical environments and use of equipment | ||
| Design and testing of new clinical equipment | ||
| Performance assessment of staff at all levels | ||
| Refresher training of staff at all levels |
Activity 2
Taking one of the models or approaches described in the module, and plan a teaching session involving patients and learners. Identify specifically what role and contribution each of the ‘actors’ in the session will take and how learners will learn from, about and with the patient.
Once you have carried out the session, think carefully about what worked well and what you might improve.
Activity 3
Considering the patient involvement and empowerment agenda, and the ethical issues of choice, consent and confidentiality, reflect on a recent clinical teaching session involving real patients and identify the positive aspects of the encounter. If carers or other professionals were involved, how did you ensure their input and involvement? Then list some of the aspects that could be improved, identifying who is responsible, what needs to be done and how this could be taken forward.