- GP TRAINING+MRCGPED SUP & ARCP
- MRCGP intro
- GP Training Map
- How to study (according to research)
- Exam failure
- WPBA
- 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
- Quality Improvement Project (QIP)
- Learning Event Analysis (LEA)
- Significant Event Analysis (SEA)
Greyed out items are yet to be written, but will be coming very soon. Please revisit this site often. - SPECIFIC TRAINEES
- COMMUNICATION SKILLS
- CLINICAL SKILLS
- CLINICAL AREAS
- SAFETY/QUALITY/EBM
- Clinical Governance
- What is Quality of Care & Patient Safety
- Types of Quality Improvement Activity (QIA)
- 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
- MANAGEMENT+LAW
- EDUCATORS
- The GP Training Map
- The Trainer’s Toolkit
- New & Intending Trainers & Practices
- Mentoring New Trainers
- Trainers – development & reapproval
- Practice Managers
- Hospital Consultants
- Training Programme Directors
- TEACHING
- Aims, Objectives and Intended Learning Outcomes (ILOs)
- Appraisal
- Assessment & Competence
- Clinical Supervision
- Communication Skills Teaching
- Creative Arts to Teach Medicine
- Curriculum
- Debriefs
- Dyslexia & Dyspraxia
- Educational Theory (some 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
- Facilitation Skills & Small Groups
- Feedback
- Games in Education
- Handouts
- How to Study (according to research)
- How to Teach (according to research)
- Induction
- Inter Professional Learning (IPL)
- Learning Environments
- Learning Needs
- Learning & Personality Styles
- Libraries
- MCQs
- Multiple Trainee Training
- Mentoring New Trainers
- OSCEs (+ The OSCE Database)
- PDPs
- Plagiarism
- Presentations & Workshops — doing & running
- Problem Based Learning
- Random Case Analysis & Reviews
- Referencing
- Reflection
- Simulated Patients
- Small Groups & Facilitation Skills
- Teaching for Beginners
- Teaching & Lesson Plans *
- Tutorial Theory & Tutorial Suggestions
- Workshops by Ram
EDUCATOR SUBGROUPS- New & Intending Trainers & Practices
- Established Trainers – Development & Reapproval
- Practice Managers
- Hospital Consultants — the easy guide to GP training
- Training Programme Directors (TPDs)
Our goal here is to make complex educational theory as practical and as accessible as possible for busy medical teachers. We hope our numerous resources will stimulate you, reduce duplication of work and help you add creativity to your educational programme.
- VIDEOS