1. The application of educational research in practice: lessons from patient safety collective learning and assessment

The workshop focused on three published studies:

• A review of the current evidence base for significant event analysis: learning
• The unknown becomes the known : collective learning and change in primary care teams — learning
• Evidence for validity within work place assessment: longitudinal evaluation of performance — assessment

The aims of the workshop were for participants to:

• achieve a deeper understanding of conflicts between policy and research evidence
• understand the tension between external incentives and internal values in how teams share knowledge
• appreciate the benefits of a balanced formative and summative approach regarding assessment of competence

Educational methods include

• Three presentations
• Small group discussions
• Plenary

Participants will receive the three published papers with pre-assigned questions for discussion

Facilitators: Murray Lough, Paul Bowie, Linda Prescott-Clements & Suzanne Bunniss, NHS Education for Scotland, UK

2. New approaches to teaching and learning at a distance

At the end of the session participants had:

• a broad understanding of the range of online teaching and learning tools and approaches that are available to medical educators
• a better understanding of how to make appropriate and effective use of new technologies
• awareness of some of the strengths and limitations of different online tools and approaches
• gained understanding and insight into teaching and learning at a distance from individuals responsible for delivering and supporting numerous eLearning applications and environments, including the online Clinical Education MSc programme at The University of Edinburgh
• discussed their own experiences, attitudes and concerns about distance education
• first-hand experience of participating in an online lecture and of entering an online video-conference tutorial room using Adobe Connect software

The workshop included two short presentations by the facilitators about e-learning generally and the support and delivery of a distance learning MSc using video conferencing and other online tools and approaches, with plenty of opportunities for questions and discussion. Breakout group discussion and activities included opportunities to experience an online lecture; view a recorded video-tutorial and systems used in the MSc Clinical Education programme to manage resources, enable asynchronous discussion and the assessment of student portfolio assignments; and to sit in-front of a webcam and microphone and enter a real online tutorial room and communicate across the internet.

Participants received handouts of presentation slides and a list of appropriate websites/resources

Participants gained a broader understanding of the potential of online learning and teaching, and gained practical experience of some of the available cutting-edge tools.

The workshop encouraged participants to use newer teaching and learning tools and approaches to enhance their current teaching; they may consider developing their own online distance learning courses or programmes; or they may decide to enrol on the MSc in Clinical Education.

Facilitators: Michael Ross, Michael Begg, The University of Edinburgh & Professor David Blaney, ASME Chief Executive, Edinburgh, UK

3. Implementation of a theatre etiquette course for medical students

A recent infection control review in NHS Tayside commented that medical students who have no formal training in theatre etiquette could pose a significant infection risk to patients undergoing total joint arthroplasty. Medical students currently have no formal teaching in scrubbing and gowning for theatre. The students report high levels of stress when they are asked to scrub and gown for theatre. We implemented a new theatre etiquette course for the medical students in which they learn scrubbing, gowning and gloving for theatre.

This workshop demonstrated how 160 students can be taught theatre etiquette in one day with minimal resources and staff. It also outlined the need for consistent teaching from undergraduate to postgraduate level and good collaboration amongst University, Royal College, Medical staff, Nursing staff and students. The workshop explored how to create a more positive learning environment in theatre.

The new theatre etiquette course and research will be demonstrated. Participants own experiences in theatre will be explored with the opportunity to create their own learning material. The theatre as a learning environment will be discussed. Methods of overcoming barriers to learning will also be explored.

The workshop consisted of powerpoint presentations, videos, group discussions and tasks. Online material was viewed.

By the end of the workshop, participants had the following:

• Knowledge of infection control and theatre etiquette.
• Knowledge of what medical students need to know to attend theatre safely (patient safety).
• Knowledge of what students want to know before attending theatre.
• An awareness of stresses experienced by students attending theatre for the first time.
• Experience of online learning material.
• Methods of providing consistent teaching in a whole region and across undergraduate and postgraduate stages

Powerpoint slides and handouts were distributed.

Facilitator: Catherine Kellett, University of Dundee, UK

4. The use of concept mapping to assist learning in PBL

The objectives of this workshop were:

• To raise awareness of the literature underpinning the pedagogy on which concept mapping rests as a graphic tool to assisting undergraduate learning
• To share expertise in the use of concept mapping to support learning in medical education
• To explore the pedagogical value of a concept map in personalising the student learning experience
• To inform best-practice in the use of concept mapping as it relates to the medical curriculum

The 90 minute session began with a short plenary item to capture the ’state-of-theart’ use of concept mapping as a learning aid. Thereafter, the session ran with a structured dialogue, informed by the submission of pre-course information. Participants were asked to prepare information on current experience in using concept mapping with the motive of concreting the current experience-base. Participants gained

• Knowlege and understanding from the literature re the principal pedagogical value of the concept map as an aid to the learning process;
• Awareness of the present practice in the use of the concept map; were able to question the place of the concept map in the context of curriculum design;

Participants began to formulate a judgment about what contributes to best practice in this are of education.

The session began with a short PowerPoint presentation followed by structured workshop information.

Facilitator: Frederic Pender, University of Edinburgh, UK

5. The Qualified Educational Supervisor Programme: KSS Deanery’s response to PMETB’s standards for training

The facilitator provided background information regarding the KSS Qualified Educational Supervisor Programme to help delegates understand the principles and values underlying the QESP.   The Facilitator aimed to provide knowledge and help delegates understand the KSS QESP structures and processes. Understanding of the role of ’professional conversation’ was explored. There was an opportunity for participants to reflect on their own educational values and opportunities to consider the application of aspects of this programme in their own settings.

The format of the workshop was as follows:

• Interaction in pairs and small groups
• Whole group discussion
• Brief presentation by workshop leader
• Consideration of course materials

Exemplar material from the course will be available for participants.  The results of the interim evaluation of the project will be shared with participants.

Facilitator: Rachel Robinson, KSS Deanery, UK

6. Practical workplace teaching tips

By the end of this workshop participants were

• able to adapt your teaching to different situations
• able to teach different learners successfully
• able to suggest how learning opportunities might best be exploited

The workshop was delivered using short powerpoint presentation to set the scene and an introduction to some methodologies e.g. One Minute Preceptor followed by group discussion and an opportunity to role-play use of OMP.

This was followed by observation of a ward round video and discussion around how the consultant could have used the learning opportunities provided. The outcomes of the workshop were:

• to explain why student centred teaching is more effective and practicable
• to be able to plan and explain the rationale behind your teaching
• suggestions to encourage reflection and a change in personal practice

Facilitators: Liz Spencer, Gloucestershire NHS Foundation Trust & Simon Atkinson, University of Bristol, UK

7. Locating learning: optimising the contribution of clinical disciplines to undergraduate education

This workshop:

• fostered debate about the need, desirability, feasibility and potential for unintended adverse consequences of identifying how each clinical discipline can best contribute to developing the generic knowledge, skills and attitudes required by the newly graduated doctor
• developed a consensus within the workshop group about the above
• prepared a paper for publication to disseminate the consensus

As health care moves towards the community, secondary care facilities are shrinking and intermediate and primary care service struggle to adsorb the clinical workload. This is placing strain on clinical education and placements: traditional teaching capacity in hospitals is shrinking yet primary and intermediate care teaching capacity is not increasing to compensate. We argue therefore that it is necessary to increase the effectiveness of clinical teaching and that one approach may be to focus the activity of clinical disciplines on what they can do best. We are unsure as the utility of this approach and propose a workshop to discuss the concept.

The outcomes of this workshop will be multi level. The first level would be expressed satisfaction with the workshop, the second level achieving consensus that this approach would or would not be apposite. Should the workshop see utility in the approach, the next level of outcome would be a formal consensus achieved though a Delphi with workshop participants and key opinion leaders recruited by workshop participants. The final level of direct outcome would be a paper reporting the outcome of the Dephi submitted for publication.

Facilitators: Bob McKinley, Lisetta Lovett, Stephen Williams, Keele University, UK & Stewart Peterson, Universtiy of Leicester, UK

8 Teaching evidence based decision making

This workshop highlighted the importance of using innovative ways to teach evidencebased decision making in a complex and changing environment. It also showed ways to share our experience of teaching evidence-based decision making in the two medical schools using the NICE medical students package with the wider audience. It explored and discovered innovative ways to teach evidence-based decision making in various settings by asking the participants to use their experience and knowledge and seek collaboration from other institutions involved in medical education to promote and adapt ways to teach evidence-based decision making.

It aimed to facilitate an interactive discussion with a wider audience on the various challenges and conflicts in teaching evidence-based decision making.  It offered a mix of presentations, discussion sessions, demonstrations, group work and plenary sessions. The workshop ran as follows:

• Introduction to the workshop, contents: The objectives of the workshop and the introduction of the facilitators
• Teaching evidence-based decision making in a complex world, contents: The complex and changing context in which clinicians are expected to make clinical and healthcare priority decisions. Various conflicts, challenges and issues in decision-making. How medical education responds to the relevant learning needs of the medical profession
• Challenges of teaching EBM, contents: Challenges of delivering education in this area
• NICE education package for medical students, contents: Experience of developing and piloting the NICE medical student package to teach evidence-based decisionmaking. Experience from Leeds and St George s Medical Schools where this package is being initially piloted.
• E-learning and EBM, contents: The online resource developed by NICE and BMJ Learning to support EBM.
• Teaching EBM in different settings, contents: The possible use of the NICE education package and related online resources to teach EBM in other medical schools and settings
• Conclusion - contents: Summary of what has been learned and achieved

Outcomes will be as follows:

1. Participants will learn about the importance, challenges and conflicts of teaching evidence-based decision making to medical professionals in a complex and changing environment
2. It will be an opportunity to share our experience as well as products relevant to teaching evidence-based decision making with the wider audience
3. We will come away with new ways to teach evidence-based decision making, as we will ask the participants to use the examples presented to them and apply these in their own settings.
4. There will be more institutions interested in joining the existing collaboration between NICE, BMJ Learning and the two medical schools. This will help in promoting and adapting innovative ways to teach evidence-based decision making in various settings

Facilitators: Kamran Siddiqi, National Institute for Health and Clinical Excellence, Manchester, UK

9 Helping international medical graduates adapt to the NHS

By the end of the workshop participants were able to:

• identify areas in which international medical graduates may need extra support
• outline strategies that can be implemented to assist international graduates in the adaptation process
• put into practice feedback techniques that take account of the needs of those from different culture and different language backgrounds

Participants reflected back on their own experiences, and draw on that of the facilitators, working in small groups to identify potential problem areas for international graduates. Possible methods to support the adaptation process will be brainstormed and their value explored.

Role play was used to help participants practice techniques suggested for providing feedback where there is a potential language barrier.

It has long been recognised that international graduates are over-represented in serious case hearings before the GMC. We believe that a part of the explanation for this disproportion lies in lack of adequate adaptation training and support that is put into place when international medical graduates first join the NHS. By sharing our experiences of working with one (particularly needy) group of international medical graduates (refugee doctors), we believe we can help others to put strategies into place to support the workforce in their own Trust or Deanery.

Supporting materials to this workshop were available as handouts and power point slides. In addition participants will be invited to remain in contact with REACHE in order to share their experience and to make advice available where necessary.

Facilitators: Pip Fisher, REACHE Northwest*, Manchester, UK
*REACHE Northwest is an education centre for asylum seekers and refugee health professionals

10. The Medical Literature Curriculum: integration through a new approach to case study and beyond

During this workshop we:

• addressed the following questions in our workshop:
• looked at what integration of the curriculum is and who is responsible for it
• looked at whether facilitated peer-discussion is enough, or can we raise the bar with new approaches to pre-clerkship case-based learning?
• looked at how can we return students to the basic sciences after clerkships?

The workshop demonstrated the workings of our approach to the aforementioned issues which is based on formal, faculty-guided study of selected papers from mainstream medical journals. To simulate the process, participants were asked to read a short 2- page case report prior to the workshop ( The Domino Principle [New England Journal of Medicine 335(5): 340-1, 1996]). The formats for quizzes, class sessions and written assignments will be demonstrated and the rationale for each of these aspects discussed.

We demonstrated that the flexibility and limited cost of the method allows relatively simple incorporation into most curriculum structures and that the approach offers significant cognitive and pedagogical benefits. Handouts describing the program will be provided to participants.

Facilitators: Paul Shanley & Karen Kelly, SUNY Upstate Medical University, Syracuse, USA

11. An introduction to realist synthesis

By the end of the workshop, we hope that the participants felt able to:

• Appreciate the challenges of systematically reviewing the evidence in educational interventions
• Understand the rationale, principles and methods underlying a realist synthesis
• Have seen an example of a realist synthesis ¥• Have a list of the strengths and weaknesses of a realist review.
• Describe the challenges facing a realist reviewer.
• Work out when a realist review might help to answer a research question.

This workshop was a mix of brief sections of oral presentations and small group work. No preparatory work was required for this workshop. The outline workshop plan is as follows:

• Introductions and outline of workshop — oral presentation (PowerPoint)
• Challenges of systematically reviewing the evidence in educational interventions — small groups
• Summary of challenges — whole group discussion with note taking by presenters
• Realist synthesis: A way forward? [Principles and methods]— oral presentation (PowerPoint)
• Question and Answer break — whole group discussion
• Realist synthesis: A way forward? [Example of a synthesis]— oral presentation and walk through of the review methodology with illustrative data (PowerPoint)
• Question and Answer break — whole group discussion
• Utilising realist synthesis — small groups (two tasks in groups: 1) analysis of strengths and weaknesses of method and 2) analysis of when realist synthesis may be useful).
• Summary of small group discussions
• Final Question and Answer slot
• Summary of main points

This workshop was aimed at any educator who is interested in synthesising the evidence in educational interventions. Ideally workshop participants will have some experience of or intends to undertake a review of the literature in education.

The PowerPoint slides of this workshop will be made available (in either paper format or electronically) to all participants (or anyone who wants them but was not able to attend).

Facilitator: Geoff Wong, University College London, UK