Introductory description

The Becoming an Effective Teacher module has been designed to enable participants to further develop as an educator through evaluation of their current practice. Throughout the module we will consider how frameworks for development, learning theories and tools to explore own styles and approaches to teaching may be used in combination to develop teaching approaches. We will consider both how we use these proactively (for example in design of our teaching or in action planning) as well as how they may be applied reactively (when teaching does not go as desired).

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

1. Understanding and critique of published frameworks and models of 'effective' and `excellent' teaching, with consideration of how these can be applied to support development as an educator
2. Key concepts and processes in curriculum design.
3. Application of theory and evidence to support development as an educator
4. Understanding personal styles and developing generic capabilities relating to teaching expertise (emotional intelligence, teamworking, communication)
5. Applying processes and methods of reflective practice to enhance personal teaching efficacy.
6. Applications of educational technology and other forms of innovation in medical education contexts.

Learning outcomes

By the end of the module, students should be able to:

• Undertake a self-evaluation of their development as a teacher through a systematic and critical application of established frameworks describing the features of the 'effective' and 'excellent' educator.
• Demonstrate a critical understanding of key principles and methods of curriculum planning and design through application to particular clinical settings and educational contexts (including interprofessional education).
• Analyse the key features of the learning environment in particular clinical settings relevant to their professional practice and identify the teaching skills required to support successful education in these settings.
• Demonstrate a critical awareness of how educational technologies can support the learning process and of the potential of specific applications relevant to your professional practice.
• Demonstrate development in generic capabilities (such as communication skills and emotional intelligence) relevant to a range of teaching roles.
• Support fellow professionals in their development as educators through critical application of professional developmentprocesses (such as mentoring, peer review, teamwork and action learning).
• Plan and maintain their own continuing development as an educator through critical application of professional development processes (such as reflective practice, peer review, and scholarship of teaching).

Indicative reading list

Understanding medical education: evidence, theory, and practice. Book edited by Tim Swanwick; Kirsty Forrest; Bridget C. O'Brien 2019 Third edition
Hesketh, E.A. et al. (2001) A framework for developing excellence as a clinical educator. Medical Education. 35: 6, 555-564.
Teaching with emotional intelligence: a step-by-step guide for higher and further education professionals.
Book by Alan Mortiboys 2012 2nd ed
Vanstone M & Grierson L (2022) Thinking about social power and hierarchy in medical education. Medical Education. 56:1, 91-97
Rohlfsen, C.J., Sayles, H., Moore, G.F. et al. Innovation in early medical education, no bells or whistles required. BMC Med Educ 20, 39 (2020).
Jiang Z, Wu H, Cheng H, Wang W, Xie A, Fitzgerald SR. Twelve tips for teaching medical students online under COVID-19. Med Educ Online. 2021 Dec;26(1):1854066. doi: 10.1080/10872981.2020.1854066. PMID: 33280546; PMCID: PMC7723018.

View reading list on Talis Aspire

Interdisciplinary

Medical education is by nature interdisciplinary, drawing together learning theory, psychology, ethics, sub-specialty approaches in medicine etc. Learners will come from different disciplinary and professional backgrounds and sharing of experiences to seek transferable solutions to problems is inherent in module design.

Subject specific skills

Sound understanding of techniques and approaches to maximise teaching effectiveness
Critical evaluation of theory and evidence
Application of personal evaluation approaches, evidence and theory to inform personal development as an educator
Reflection

Transferable skills

Thinking and problem solving
Written communication
Oral communication
Teamwork
Independence and initiative
Adaptability and flexibility
Use of tools and technology