This course aims to meet the changing needs of surgical educators and to incorporate the latest developments in education. It comprises of three components; two of which are delivered via e-learning approximately one month either side of the two face-to-face days. These additional components will help you gain the maximum benefit from the contact days, deepening your understanding of how adults learn and enabling you to plan, develop, deliver and evaluate training more effectively. Full details of the relevant dates will form part of the formal joining instructions which will be sent closer to the start date.
The dates below are for the two face-to-face days. You will need to allow time either side to complete the e-learning work. For that reason, registration will close one week before the start of the face-to-face component.
Component 1: E-learning
(Estimated amount time needed: 5-10 hours)
- Introduce key educational theory concepts and how these apply to clinical education
- Test learners understanding of these concepts
- Support learners preparation for Component 2 (contact days)
Component 2: Contact days
- Provide surgical trainers with an improved understanding of educational theory underpinning adult learning and how these apply to surgical education
- Increase a surgical trainer’s understanding and skills in relation to formal teaching, facilitation approaches and teaching methodology
Component 3: E-learning
(Estimated amount of time needed: 4-6 hours)
- Review their teaching practise and the feedback that they were given.
- Plan and implement change in their teaching
- Reflect on the changes in their practise and how this impacts on the teaching and learning
By the end of this course, you will be able to:
- identify stages, facilitators and barriers to learning
- recognise the different domains of learning and practically apply these to surgical training
- explain the impact of learning style on teaching and learning
- describe, effectively use, and understand the advantages and disadvantages of various teaching methods
- describe and use a four step approach to teaching a practical skill
- explain the benefits of reflection and identify opportunities to use reflection as a learning tool
- use a model of reflection to improve your teaching practice
- list key elements of session planning, describe their benefits and plan a session using a suggested template
- differentiate between different types of assessment
- describe and use a model of effective feedback
- identify what needs evaluating and give examples of evaluation tools and methods
- discuss how to pitch content to different audiences
- reflect on your current teaching
- implement changes to planned teaching activities to enhance learning
Ms Mary Herns
Educational Development Advisor RCS
Mr Tim Batchelor
Consultant Cardiac Surgeon,
Bristol Royal Infirmary
Target Audience / Suitability
Anyone involved in the delivery of surgical training, whether this be locally or as a member of faculty on RCS courses and SAS Grades.Am I suitable?
- Learner exercises
- Practical exercise on session planning and delivery
- Presentations and group discussions
If you are attending this course as a participant in a non-training grade, this course has been allocated 12 CPD points counting towards your Continuing Professional Development.