1. Engaging the Clinical Teacher: Strategies for Recruitment, Development and Retention

*** Please note that this workshop is now fully booked ***

This workshop is intended to give prominence to the role of the clinical teacher in modern medical education. It will equip participants with a strategic approach to (and a deeper understanding of) the motivations, barriers and concerns of clinicians who would teach. This will assist universities and other education providers to more effectively recruit and retain clinical teachers. Participants attending this workshop will:

• Understand the motivating factors (and barriers) for clinicians becoming teachers
• Share effective strategies for recruiting clinical teachers
• Rehearse conversations with clinicians who are reluctant to participate
• Develop a plan for recruiting, developing and retaining clinical teachers when theyreturn to their own contexts

The workshop will be a mix of brainstorming of objectives to be achieved; small group discussions re perceived motivations to teach; feedback and creation of rank-ordered list of motivations; mini-presentation on  theories of expectancy, cognitive dissonance and support/challenge/vision as motivators to teach. Role play will be used to rehearse skills in engaging and motivating clinical teachers. Participants will be encouraged  to consider action plans for implementation.

Facilitator: Steve Trumble, Editor, The Clinical Teacher, University of Melbourne, Australia/TCT Editorial Office, Plymouth, UK

2. Teaching Toolkit for Medical Students

*** Please note that this workshop is now fully booked ***

This workshop will be delivered by members of JASME (FY1's and senior medical students) with the assistance of facilitators with a background in medical education. JASME ran this course as a one day event at Barts in October 2009. The first session will involve an overview via powerpoint slides covering the theoretical aspects of peer led teaching. The second part of the session sees the students split into small groups. They will be given various different clinical skills that they have to try and teach or be taught using the knowledge and skills demonstrated in the first. Facilitators will work with each small group. Knowledge attained will include:

• Basic teaching methods to carry out bedside teaching session
• Feedback - giving and receiving
• Attitudes - Professionalism when teaching peers
• Skills - How to deliver a bedside teaching session to a group of peers

Facilitators: JASME Committee members

3. Developing your Clinical Teachers from the Centre

*** Please note that this workshop is now fully booked ***

Currently most hospitals are involved in both undergraduate & postgraduate medical education. This geographical spread challenges those centrally, in universities and deaneries, who are responsible for ensuring the  curriculum is delivered and that the "students" receive adequate supervision, teaching and assessment. The central faculty are required to liaise and link with the clinicians in both university and district general hospitals who need their expertise, advice and support. This session will:

• Help you define the different roles that the current curriculum requires of our clinical teachers
• Help you to understand the challenges facing your clinical teachers
• Give you a framework to plan the support they require to ensure they can effectively and efficiently facilitate the learning of students (and trainees) in the workplace.
• Formulate a practical agenda for how university tutors and / or deanery staff can help clinical teachers develop
• Introduce some crucial techniques of influencing & negotiating

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

4. Defining the Bachelor of Medicine - MEDINE2 and the Bologna First Cycle

*** Please note that this workshop is now fully booked ***

By the end of this workshop participants will: have a greater knowledge and understanding of the Bologna Process and the European dimension of medical education; be familiar with, and have contributed to, the  work of MEDINE2 and Tuning (Medicine); be better able to critique, write and determine levels of achievement for intended learning outcomes; have gained understanding and insight into the processes, methods and
issues involved in conducting a large pan-European project in medical education; have discussed their own experience, attitudes and concerns about the Bologna Process and the Bachelor of Medicine degree.

The workshop will include short presentations by the facilitators about the MEDINE2 Thematic Network in Medical Education; learning outcomes for undergraduate medical education (Bologna Second Cycle) developed by  the original MEDINE Network; and a provisional set of learning outcomes for Bachelor of Medicine (Bologna First Cycle) degrees in Europe. Plenty of opportunities will be given for questions and discussion. Participants will be asked to discuss the implications of defining the European Bachelor of Medicine and any preconceived ideas or concerns they may have about this. Following large group discussion, participants will be asked to work in small groups to critique subsets of provisional learning outcomes and suggest any additions, modifications or issues requiring clarification. The session will conclude with further large group  discussion and opportunities for feedback on the approach taken by the MEDINE2 Network and on the workshop itself.

Facilitators: Michael Ross, Joint Programme Director, MSc in Clinical Education, MEDINE2 Workpackage Leader - Bologna First Cycle, Helen Cameron, Director, The Medical Teaching Organisation, MEDINE2
Workpackage Leader - Tuning Process, Allan Cumming, Director of Undergraduate Learning and Teaching, MEDINE2 Coordinator and Executive Committee Chairperson, The University of Edinburgh,UK

5. New Policy Initiatives, the Student Voice, Partnership, Innovation, Evaluation, Enhancement

*** Please note that this workshop is now fully booked ***

This workshop will present a short introduction to ideas about students as consumers, coproducers and participants now current in policy discussions. Using the HYMS collaborative evaluation process as an example, it  will explore how institutions might adapt, encourage or respond to shifts in the relationships between students and their institutions.

During the workshop, delegates will be able to: explore the continuum of students as consumers, co-producers and participants; analyse the possible consequences of changing relationships between students and their institutions; using a case study and a classification of evaluation methods, consider  how student evaluations of provision might contribute or adapt to these changing relationships; consider other means by which partnership with students might be used to enhance provision.

There will be an introductory presentation: students as consumers, co-producers and participants, followed by small group discussion of the possible consequences of each. There will also be a presentation of an  illustrative case study of a collaborative evaluation method and a taxonomy of evaluation methods followed by small group discussion. Participants will be asked to consider evaluation and its place in developing  relationships between students and faculty and think of other ways of involving students.

Facilitator: Jerry Booth, University of Hull, UK

6. How to run Effective Workshops: a Train-the-Trainers session

*** Please note that this workshop is now fully booked ***

The purpose of this workshop is to share basic and creative strategies for developing and implementing effective workshops. It will use communication skills training workshops as an example. After participating in   this session, participants will be able to: list common characteristics of educational interventions that result in clinician behaviour change; describe and organize instructional activities to promote learning within  workshops; demonstrate effective workshop facilitation skills.

Teachers in medicine face the challenge of designing instructional interventions that can engage learners while promoting skills development and behaviour change in practice. Making the best use of time allotted for  training includes making content relevant to one's audience, choosing teaching strategies that maximize transfer of learning, and maintaining learners' interest by encouraging them to be active participants in the  learning process. Research has identified that interactive workshops which provide opportunity for interactions among peers, application of concepts within the workshop and methods for reinforcing workshop content after completion of the workshop all contribute to behaviour change.

After a brief review of the literature on faculty development and continuing medical education, participants will be guided through a step-wise process of planning interactive workshop content and activities that they  can use in meeting the needs of their home institution. Activities will focus on analyzing the audience to identify appropriate instructional strategies, promoting learner self-reflection, using video trigger tapes, designing activities for peer learning, reviewing workshop facilitation skills that encourage open discussion, and planning follow-up strategies to help learners retain important workshop content. Participants will practice some of these interactive strategies and discuss when each method is most appropriate to use depending on workshop goals and levels of learners.

Facilitators: Jonathan Silverman, Associate Clinical Dean and Director of Communication Studies, University of Cambridge and Marcy Rosenbaum, Faculty Development Consultant for the Office of Consultation and Research in Medical Education, University of Iowa, USA

7. Mastering Adverse Outcomes

*** Please note that this workshop is now fully booked ***

his workshop takes a comprehensive approach to the important area of communicating effectively with patients after they have suffered an adverse outcome. Doctors can naturally find such discussions difficult,  irrespective of the causation, and may fear the consequences that can arise for them after such an outcome. They may be concerned at having to face strong patient emotional reactions and, in some cases, may  have to acknowledge that an error has been made. Doctors can also be fearful that any discussions they undertake with the patient about an adverse outcome may be used against them at some future time. The  workshop highlights the importance of recognising patient expectations when an adverse outcome occurs and how failing to address these expectations can increase the risk of a patient turning to legal or disciplinary processes for answers and to hold a doctor accountable. Individual communication performance had long been identified as a major risk factor for patients initiating action against a doctor following an adverse  outcome.

After this workshop, participants should have mastered shared decision making; mastered difficult patient interactions and mastered professional interactions.

Facilitator: Mark O'Brien, International Programme Director of MPS Educational Services/Medical Director of Cognitive Institute, Queensland, Australia

8. Learning from Critical Incidents: How Can Developing Your Skills in Teaching Non-Technical Skills Help To Save Lives?

*** Please note that this workshop is now fully booked ***

The workshop objectives are: to discuss new initiatives, recommendations and government policy with regard to the teaching of non-technical skills; to promote a dynamic method of teaching non-technical skills  based on critical incidents; to develop participant's understanding of how to utilise real life experience in the teaching of non technical skills; to develop an understanding of the impact of human factors and  non-technical skills in critical incidents; to provide a forum for participants to explore their experiences of teaching non technical skills and discuss current trends. During the workshop, participants will be: able to  discuss new initiatives, recommendations and government policy with regard to the teaching of non-technical skills and apply them to their practice; able to describe the impact of human factors during critical incidents; able to analyse critical incidents of various degrees of severity, from very low severity to life threatening incidents and identify their potential as a vehicle for teaching non-technical skills.

Skills objectives: The participants will be; able to utilize the critical incidence reports in their workplace as powerful non-technical skills teaching tools; able to adapt this teaching technique to support the teaching of a range of non-technical skills.

Facilitators: Omaima Glesa, Simulation Fellow, School of Postgraduate Medicine, University of Hertfordshire, Cinzia Pezzolesi, Fellow of the Higher Education Academy, University of Hertfordshire, Carol Law, Principal
Lecturer, Programme Leader MA Health and Medical Education, University of Her