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An overview of the available content on this site. Keep the pointer still over an item for a few seconds to get its description.

• Assessing educational needs
  • The role of the clinical teacher
  • The learning context
  • What are we trying to achieve?
  • When to assess?
  • Teaching and learning situations
  • Who assesses?
  • Tools for assessing educational needs
  • Professional conversations
  • Significant event or critical incident analysis
  • Personal or professional development plans
  • Portfolios
  • To sum up
• Setting learning objectives
  • Definitions
  • Learning objectives and learning outcomes
  • The educational paradigm
  • Some theory
  • Writing learning outcomes or learning objectives
  • Some examples
  • Lesson planning
  • Common pitfalls and how to avoid them
  • Setting learning outcomes: maximising opportunities
  • To sum up
• How to give feedback
  • What is feedback?
  • Why is feedback so important in healthcare education and training?
  • Who gives feedback?
  • Principles of giving effective feedback
  • Linking feedback to the learning process
  • Models of giving feedback
  • Barriers to giving effective feedback
  • Giving informal feedback: maximising opportunities
  • Giving formal feedback
  • Receiving feedback
• Supervision
  • What is supervision?
  • Clinical and educational supervision
  • What is supervision for?
  • Principles of supervision
  • Cases, contexts and careers
  • Constraints and barriers
  • Power relationships
  • A question-based approach to supervision
  • The use of questions
  • To sum up
• Careers support
  • Defining the territory
  • Explaining the need
  • A framework for career planning
  • Stage 1: Helping the trainee with self-assessment
  • Stage 2: Helping the trainee with career exploration
  • Stage 3: Helping your trainee with career decision making
  • Stage 4: Helping your trainee with planning implementation
  • A structure for a careers support session
  • Supporting the trainee with unrealistic career plans
  • To sum up
• Workplace-based assessment
  • What is workplace-based assessment?
  • Principles of assessment
  • Why workplace-based assessment?
  • Deciding what is to be assessed
  • Deciding how to assess
  • Some methods for gathering evidence
  • Workplace-based assessment and the portfolio
  • Quality assurance of a programme of workplace-based assessment
  • To sum up
• Small group teaching
  • What is a ‘small group’?
  • Small group teaching and learning in context
  • The role of the teacher
  • Group dynamics – how group size affects function
  • Group dynamics - group processes
  • Planning and preparation
  • Structuring small group teaching
  • Types of small group event
  • Problem- and case-based learning
  • Practical arrangements
  • Starting the session
  • Setting ground rules
  • Small group activities
  • Questioning and facilitation techniques
  • Handling problems or difficult situations
  • To sum up
• Facilitating learning in the workplace
  • Challenges and opportunities
  • Theoretical perspectives on workplace-based learning
  • Social models of workplace learning
  • Some key concepts and their implications
  • Making the most of workplace-based learning
  • Involving the whole team in your workplace-based learning
  • Making workplace-based learning opportunities explicit
  • Creating and supporting opportunities to learn through work participation
  • Helping student to ‘talk’ their way into workplace-based learning
  • Fostering 'horizontal' learning
  • To sum up
• Diversity, equal opportunities and human rights
  • What is equality and diversity?
  • Discrimination
  • Valuing diversity
  • Institutional discrimination
  • Case studies
  • The legal context
  • Key legal principles: examples
  • Public sector equality duties
  • Challenging discrimination in the teaching context
  • Human rights
  • Taking it back
• Introduction to educational research
  • Getting started
  • What is educational research?
  • Ethical approval
  • The research question
  • Linking the research question to study design
  • Research design and methods
  • Quantitative and qualitative measurement
  • Issues of measurement
  • Planning and resources
  • Support and supervision
  • Analysing results
  • Research outputs
  • To sum up
• Improve your lecturing
  • What is lecturing?
  • Why lecture?
  • Large group teaching
  • What makes a good lecturer?
  • How to make your lecture a success
  • Aims and learning outcomes
  • Structure
  • Content
  • Delivery
  • Lecture notes - scripts or prompts?
  • Audiovisual aids
  • Handouts
  • How to encourage active learning
  • Top tips for a tip-top lecture
  • To sum up
• Appraisal
  • What is appraisal?
  • The NHS appraisal scheme for doctors
  • The GMC role in validation and licensing
  • What are the benefits?
  • Some issues
  • Preparation: information
  • Preparation: examples and evidence
  • Preparation: appraisee reflective tasks
  • Preparation: the physical environment
  • Preparation: the interpersonal climate
  • Structuring and managing the discussion
  • The key role of self-assessment
  • Skilful questioning and active listening
  • Productive praise and constructive criticism
  • Work and personal development objectives
  • To sum up
• Teaching clinical skills
  • A brief history of clinical skills
  • Do clinical skills matter?
  • Where to teach clinical skills
  • Teaching and learning opportunities in the clinic setting
  • Teaching and learning in simulated environments
  • The role of the patient in teaching and learning clinical skills
  • Teaching and learning practical skills
  • How IT can assist in the teaching and learning of clinical skills
  • The assessment of clinical skills
  • To sum up
• Interprofessional education
  • Definitions
  • Background and policy context
  • Drivers for interprofessional learning
  • Learning theory
  • Principles of interprofessional learning
  • Making clinical teaching interprofessional
  • Examples of initiatives in interprofessional education
  • The role of the teacher
  • Assessment
  • Evaluation
  • Communities of practice
  • Distinctions between communities of practice and other structures
  • Interprofessional teamworking
  • Professional identities
  • Challenges and constraints
  • To sum up
• Involving patients in clinical teaching
  • Background and context
  • Patient involvement in healthcare
  • The learners’ perspective
  • Involving patients in clinical teaching
  • What sort of patient? Real patients in real clinical areas
  • What sort of patient? Lay clinical educators and expert patients
  • What sort of patient? Simulated patients
  • What sort of patient? The 'well volunteer'
  • What sort of patient? Manikins and other simulators
  • What sort of patient? Video and audio
  • The patients’ perspective
  • Ethical issues
  • Models and approaches
  • To sum up
• Managing the trainee in difficulty
  • Structure, roles and responsibilities
  • Different types of difficulty
  • Recognising signs and symptoms
  • Trainees in difficulty
  • Interventions and strategies
  • Creating an environment for learning
  • Trainees with difficulties
  • ‘Difficult trainees’
  • Doctors, stress and burnout
  • Mentoring
  • To sum up
• Performance in practice
• Explore further
• About e-learning
• Using simulation in clinical education
  • Benefits of simulation
  • How is simulation used?
  • Simulation and Learning
  • Limitations of simulation
  • Future directions
  • To sum up
• Assuring and maintaining quality in clinical education
  • What is quality?
  • Evaluation
  • The quality assurance cycle
  • Systems of quality assurance in medical education
  • The role of the clinical teacher
  • To sum up
• Structured assessments of clinical competence
  • Long and short cases
  • Objective structured clinical examinations
  • Blueprinting
  • Station development
  • Simulated patients
  • Real patients
  • Examiners
  • Practical considerations
  • To sum up
• E-learning in clinical teaching
  • What is e-learning?
  • The educational context
  • The 'seven principles'
  • Content and process
  • Constructive alignment
  • Planning and implementing e-learning activities
  • To sum up