All accredited Educational Supervisors are required to undertake the Annual E-learning Update (see separate tab) and a CPD Educational Skills course at the rate of 0.5 a year, or one day every two years. The courses that meet these requirements are listed below.

To get further information about each course and to book please click on the course title.

 

Selection Methodology

Careers Advice

Coaching

Mentoring

 

Teaching Skills

Introduction to Teaching and Learning

Presentation Skills

Facilitation Skills

Performing with Impact

Maintaining Variety and Energy in Teaching

Conference Leading

Diverse and Fair Training

Natural Public Speaking

Leadership Facilitation Skills

Motivational Interviewing Skills for Trainers

The Influence of Culture on Learning and Performance

Creativity and Innovation in Medical Education

 

Selection Methodology Workshop 

This half day workshop provides an overview of current application process and interviewing techniques. It is a mandatory requirement for anyone interviewing trainees on behalf of Severn Postgraduate Medical Education.
By the end of the workshop participants will be able to:

  • Understand the concept of positive and negative indicators for evaluating answers.
  • Explain the need for standardised scoring.
  • Use a standardised scoring system to grade candidates at interview.
  • Record objective evidence of candidates’ statements/performance in ways that will be helpful in justifying decisions.
  • Identify some effective and less effective ways of asking objective questions at interviews.
  • Gain practical skills in interviewing.

 

Careers Advice 

This half day workshop will provide participants with a framework for effective career discussions, underpinned by an understanding of some of the wider issues affecting career choice and change.

By the end of the session each participant will be able to:

  • Understand the significance and value of regular career discussions.
  • Identify relevant sources of information.
  • Understand when and where to refer for specialist support.
  • Develop an effective framework for career discussions.
  • Structure a constructive discussion with trainees with unrealistic career ideas.

Programme will cover:

  • Definition of careers support,
  • Careers advice in context an overview of occupational choice theories
  • The changing medical career structure and its impact upon career development needs
  •  Frameworks for effective discussions
  • Employment legislation and careers advice
  • Case studies
  • Dealing with unrealistic and/ or challenging behaviour and resources: what, where, who and how.

 

Mentoring 

This workshop develops the knowledge and skills and understanding about how to be an effective mentor for medical trainees and advise and guide them in how to maximise professional and personal development.

By the end of this workshop participants will be able to:

  • To outline the knowledge and skills required for recognised best practice in mentoring.
  • To describe the mentoring process.
  • To summarise how mentoring can create a positive learning environment and contribute to educational development for postgraduate medical trainees.

The day’s programme will cover:

  • preparing for mentoring including the appropriate environment and building rapport
  • the mentoring process including a mentoring framework
  • the role of the mentor
  • key skills
  • practical exercises
  • discussion about sharing best practice in the NHS.

Coaching 

This workshop distinguishes between the roles of coach and mentor and provides participants with the key knowledge and skills for undertaking focused coaching sessions with colleagues and trainees to help enhance professional and personal skills and improve applied practice.

By the end of the workshop, participants will be able to:

  • Clarify the role of the education supervisor as an internal coach.
  • Understand the coaching process and competencies required by a coach.
  • Use coaching skills based on an established coaching model.

The day’s programme will cover

  • what is coaching and how it ‘fits’ with the more usual role of teacher/expert of a senior doctor
  • the differences between coaching, mentoring, psychotherapy and counselling
  • the OSCAR coaching model
  • the essential skills needed for the effective coach including relationship building, appropriate questioning, active and deep listening, reframing, and agreeing actions
  • practice with a colleague on a real work issue.


Teaching Skills 1 - Introduction to teaching and learning 

An overview of best practice and underpinning research in education and training.

By the end of the day participants will be able to:

  • Facilitate the learning of others in their team(s).
  • Describe the teaching aspects of the roles of Clinical and Educational Supervisors.
  • Describe the ways in which adults learn best including two different learning style theories.
  • Summarise the principles of instructional design.
  • Devise learning objectives after analysing a situation for potential learning opportunities.
  • Successfully use a model for reflective practice, and discuss the rationale for using this in medical education.

Teaching Skills 2 - Presentation skills 

How to create and give straightforward presentations and use PowerPoint as an aid.

By the end of the day participants will be able to:

  • Research and prepare a presentation.
  • Use audio visual aids to support presenting educational materials including Power Point.
  • Speak skilfully to an audience and deliver a presentation with clarity and focus.
  • Summarise learning from skills practice sessions.

Teaching Skills 3 - Facilitation skills 

How to handle groups, draw out reluctant contributors and tackle tricky group behaviours and dynamics.

By the end of the day participants will be able to:

  • Describe group processes useful in medical education.
  • Summarise the basic group dynamics that often occur in educational settings.
  • Use a range of directive and non-directive group facilitation and management skills.
  • Describe options for handling tricky behaviours in groups.
  • Summarise what they have learned from skills practice sessions.

Teaching Skills 4 - Performing with impact 

How to have presence with a group and work in an engaging and interactive way.

By the end of the day participants will be able to:

  • Create personal impact in any educational and training situation requiring presentations or group teaching.
  • Describe how to keep personal energy high and focused.
  • Summarise a range of interactive ways to relate to participants when presenting.
  • Summarise what they have each learned from skills development activities during the day.

 

Teaching Skills 5 - Maintaining variety and energy in teaching 

Materials and activities on widening one’s range of teaching techniques and keeping oneself ‘in the flow’.

By the end of the day participants will be able to:

  • Describe what they most enjoy and are best skilled at in teaching or training.
  • Outline the strengths and limitations of traditional teaching methods and when they are best used.
  • Use at least five new or unusual (though excellent!) techniques in teaching/training.
  • Describe how to keep inspired, fresh and engaged in medical education.
  • Apply a more creative approach to future educational activities.

Teaching Skills 6 - Conference leading 

How to lead large conferences with presence, style and consummate skill.

Objectives: by the end of the day participants will be able to:

  • Outline the key elements in setting up and running a large conference.
  • Describe the roles typically undertaken by a leader or facilitator at a large conference.
  • Present clearly, skilfully and confidently to a very large audience.
  • Understand how to manage and maintain personal energy in order to perform brilliantly for an extended period with a large audience.
  • Describe how to adopt appropriate behavioural styles in order to keep a large audience focused and attentive.
  • Outline a number of facilitation options and involving activities for working with a very large group.

 

Teaching Skills 7 - Diverse and fair training 

How to design and integrate materials on equality and diversity into educational plans and teaching sessions.

By the end of the day participants will be able to:

  • Summarise the key elements of best practice in equality and diversity that apply to training design, content and delivery.
  • Analyse subject content and assess where and how materials on equality and diversity are needed, useful and appropriate.
  • Design activities and materials that explore a range of equality and diversity matters related to medical education.
  • Describe typical negative reactions that may occur to overt materials on equality and diversity and summarise a range of methods for handling them.
  • Ensure images and activities used in medical education and training reflect the diverse society which we are part of.

Teaching Skills 8 - Natural public speaking 

A day to help you feel more confident and become able at speaking in public whether to a group of trainees or a highly experienced audience.

By the end of the day participants will be able to:

  • Relax with an audience or large group and speak clearly and naturally.
  • Create a rapport with an audience which draws people into the material being communicated.
  • Structure the content they wish to present to others and deliver it in a natural and interesting way.
  • Know how to relate to a large group with ease and direct contact
  • Summarise a range of techniques for communicating in a group situation.

 

Leadership Skills Facilitation 

To help Educational Supervisors be more knowledgeable and skilled at assisting medical trainees in developing their leadership abilities.
By the end of this workshop participants will be able to:

  • Describe what effective educational and medical leadership is.
  • Summarise their own leadership strengths and development needs.
  • Outline how leadership is positioned in specialist curricula and the Severn Deanery approach to developing such leadership abilities.
  • Describe the NHS medical leadership competencies and how to access them.
  • Outline how to evaluate a trainee’s leadership ability at the first educational appraisal or placement meeting.
  • Summarise methods for assessing the leadership knowledge and skills of medical trainees.

 

The Influence of Culture on Learning and Performance 

This workshop explores the ways that culture affects perceptions, behaviours and communication. It develops an understanding of the main dimensions in which cultures have been shown to vary and explores how these affect medical education.

By the end of this workshop participants will be able to:

  • Describe the influence of culture on attitudes towards learning, performance, and continuing professional development.
  • Consider cultural dimensions in managing the educational and supervisory relationship.
  • Understand how culture can influence perceptions of learning and professional development.
  • Consider how that understanding is translated into working practice where there are concerns about performance.