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- GP TRAININGeP+ES+ARCP
- MRCGP+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
- Community Placements in ST1
- Quality Improvement Project (QIP)
- Leadership Project
- Learning Event Analysis (LEA)
- Significant Event Analysis (SEA)
- The CSR
- SPECIFIC TRAINEES
- COMMUNICATION SKILLSFREQUENTLY ACCESSED AREAS
- Teaching Communication Skills (ALOBA, Balint etc)
- Exploring the Narrative Thread (the story)
- Person-centred Care (Practising Holistically)
- Consultation Models & Frameworks
- Scripts & Phrases for Consultations
- Explanations
- The Medical Analogies Database
- Motivational Interviewing
- Non-Violent Communication
- Safety Netting
- Telephone, Video and eConsultations
- Using the Creative Arts in 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)
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- 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
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- ETHICS & DIVERSITY
- MANAGEMENT+LAW
- EDUCATORS
- TEACHING
- 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
- Facilitation Skills & Small Groups
- Feedback
- Games in Education
- Handouts
- HDR
- How to Study (according to research)
- How to Teach (according to research)
- 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)
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.
- VIDEOS