- GP TRAININGeP+ES+ARCP
- CLINICAL & EDUCATIONAL SUPERVISION & ARCP
- Clinical Supervision & CSR
- Educational Supervision
- ARCP
- Plagiarism & Conduct
- MRCGP+WPBA
- MRCGP WPBA ASSESSMENTS
- Which Assessments & When?
- CBD
- COT
- Audio-COT
- CATs – other consultation tools
- CATs – random case analysis & reviews
- CATs – prescribing review
- CATs – review of investigations
- CATs – referrals analysis
- CATs – debriefs
- CATs – leadership activity/project
- CEXs
- CEPS
- MSF
- PSQ
- NOE
- Learning Event Analysis (LEA)
- Significant Event Analysis (SEA)
- PROJECTS, COMMUNITY PLACEMENT & CSR
- Community Placements in ST1
- Quality Improvement Project (QIP)
- Leadership Project
- The CSR
- SPECIFIC TRAINEES
- COMMUNICATION SKILLS
- COMMONLY ACCESSED AREAS
- Breaking Bad News
- Computers – how to use in the consultation
- Conflict Management
- Consultation Models & Frameworks
- Creative Arts in Communication Skills
- Dysfunctional Consultations
- Language Barriers
- Medical Analogies Database
- Motivational Interviewing
- Narrative Thread – how to explore the story
- Non-Violent Communication
- Person-centred Care (Practising Holistically)
- Safety Netting
- Sex & Sexuality
- Scripts & Phrases for Consultations
- Teenagers – how to consult with them
- Telephone Consultations
- BASIC CLINICAL SKILLS
- CLINICAL SPECIALTIES
- GENERAL
- Chronic Disease Management + Comorbidity
- Promoting Health & Preventing Disease e.g screening, lifestyle illnesses, deprivation, benefits, homelessness
- MEDICAL SPECIALTIES
- Acute and Urgent Care
- Alcohol & Drugs
- Cardiovascular
- Common Problems in GP
- Complementary & Alternative Medicine
- Dermatology
- Diabetes
- Driving & Flying Drugs & Alcohol
- QUALITY OF CARE/PATIENT SAFETY
- EBM & MEDICAL STATISTICS
- RESEARCH & PROJECTS
- QUALITY IMPROVEMENT TOOLS (all to be developed)
- Understanding The Improvement Model
- Building Networks
- Communication Matrix
- Communication Strategy
- Constraints & Flow
- Doing Evaluation
- Driver Diagrams
- Gantt Charts
- Run Charts
- Statistical Process Control Charts
- Visual Data
- Working Collaboratively
- ETHICS & DIVERSITY
- LEADERSHIP & MANAGEMENT
- FINANCE & LAW
- LOOKING AFTER OURSELVES
- EDUCATORS
- TEACHING
- A to E
- Aims, Objectives and ILOs
- Appraisal
- Assessment & Competence
- Balint
- Clinical Supervision
- Communication Skills Teaching
- Creative Arts to Teach Medicine
- Curriculum
- Debriefs
- Dyslexia & Dyspraxia
- Educational Theory (important basics)
- English – writing & speaking
- Evaluation of Teaching & Education (& feedback forms)
- Evidence – what makes a good teacher or teaching?
- Exam failure
- Exam stress, nerves & pressure
- F to O
- Facilitation Skills & Small Groups
- Feedback
- Games in Education (& Icebreakers)
- Handouts
- HDR
- How to Study (according to research)
- How to Teach (according to research)
- Icebreakers and Games in Education
- IMGs
- Induction
- Inter Professional Learning (IPL)
- ISCEEs
- Learning Environments
- Learning Needs
- Learning & Personality Styles
- Libraries
- MCQs
- Multiple Trainee Training
- Mentoring (& Mentoring New Trainers)
- OSCEs (+ The OSCE Database)
- P to Z
- PDPs
- Plagiarism
- Presentations & Workshops
- Problem Based Learning
- Race and Racism – equality, diversity & inclusivity
- Random Case Analysis & Reviews
- Referencing
- Reflection
- Simulated Patients
- Small Groups & Facilitation Skills
- Teaching for Beginners
- Teaching & Lesson Plans *
- Trainer’s Toolkit
- Tutorial Theory
- Tutorial Suggestions
- Workshops by Ram
Our goal here is to make complex educational theory as practical and as accessible as possible for busy medical teachers – to stimulate you, reduce duplication of work and help you add creativity to your educational programme.
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