Course Content

Module 1 - Introduction

• Introduction
• Objectives
• How to get the best out of your course
• How to complete your 80 question learning styles assesment

Module 2 - From good to great

• What does it take to go from good to great as teachers?
• What makes a great teacher, teaching session and student?
• Contracting with students

Module 3 - How we learn as adults and what this means to us as teachers

• The conscious competence cycle
• Kolb's learning cycle
• Honey and Mumford's learning styles (including your personal learning styles assessment)
• How to spot learning styes in your students
• Case study 1. Designing a teaching session on communication skills
• Case study 2. Designing a teaching session on canulisation
• Case study 3. Designing a teaching session on adverse drug reactions
• Neuroplasticity in learning

Module 4 - Designing impactful teaching sessions

• The 4MAT system
• Adapting our teaching for students with special educational needs
• Recency, interest and Primacy
• Aiding student recall - Edgar Dale's cone of learning
• Ice breakers and energisers

Module 5 - Dealing with difficult trainees, situations and questions

• Dealing with difficult trainees using the Dilts Logical levels model
• Dealing with difficult situations
• Dealing with difficult questions
• Giving feedback
• Responses to feedback and how to handle them
• Equality, diversity and inclusion when giving feedback
• Giving feedback with the BUILD model
• Giving feedback with the BIO model

Module 6 - Using technology to enhance your teaching

• Video conferencing
• Learning management systems
• Audience response systems
• Simulation technology
• AI powered feedback

Module 7 - Evaluating teaching

• Going beyond happy sheets
• Kirkpatrick's model of evaluation
• Kirkpatrick example - training junior doctors in sepsis management
• Kirkpatrick example - training nurses in diabetes management
• Kirkpatrick example - training pharmacists in medicines management

Module 8 - Evaluating trainees

• Formative and summative assessments
• Workplace based assessments
• Direct observation of procedural skills
• Case based discussions
• Clinical evaluation exercises
• Multi source feedback

Module 9 - Course wrap up

• Final observations
• Certification. Your certificate is issued automatically upon completion of your course
• Invitation to your 2 hour virtual live teaching session. Ask questions and consolidate your learning
• Ongoing support

Bonus introductory offer!

• Conflict Management for Healthcare Professionals
• Workbook
• Conflict Management Style Questionnaire
• Emailed to you immediately when you purchase your Teach the Teacher programme
• Your workbook and questionnaire will help you to:
• Understand what conflict is (and is not)
• Your preferred conflict management style
• How to use the Thomas-Kilmann conflict management tool to manage conflict more effectively by using different conflict styles (Collaborate, Compromise, Compete, Avoid and Accommodate)

What do our clients say about our teaching and coaching?

Dr. Caroline Brock – Consultant in A&E and Director of Med. Ed., Royal Lancaster Trust

“I first met Tom as a registrar on a leadership and management programme for doctors that he was delivering a few years ago. Tom delivers his training in an energetic and engaging fashion that allows students space and time to learn. The theory is always supported by practical application and I came away from that first training programme with a head full of both knowledge and practical ideas. Since then I have worked with Tom as a coach, particularly when he helped me to gain my consultant position and he has become a good friend. In my new position as Director of Medical Education I will definitely be bringing Tom in to deliver training to my colleagues and juniors”

Dr. Rafael Hashmi – Associate specialist, Royal Lancaster Trust

“Excellent learning opportunities during this interactive course”

Thomas Ross – Lead Pharmacist, South & Mid Division, NHS Highland

“I have attended a number of one day training events that Tom has run but, more significantly, an extensive leadership and management course that ran over 18 months, with 12 direct teaching days. Tom is a fantastic course leader and facilitator. His knowledge of leadership and management skills, his enthusiasm and ability to motivate a group are second to none, all of this only helped by his sense of humour. In a short period of time, Tom helped us to gel as a group and to establish a supportive, safe and confidential environment. As well as imparting a lot of theoretical knowledge, Tom helped us to turn the theory into practice so that we could utilise the learning in our day-to-day roles and helped us to work through some difficult and challenging scenarios. The long-term outcome of his facilitation and support to our group is that we developed a longstanding network of colleagues and friends across Scotland. During our 18-month course, he went above and beyond simply being a course leader in that he made himself available to us as a coach and mentor. I, and many others, took him up on this offer because of his approachability and also because of the trust and confidence we have in Tom. In particular, Tom gives individuals the insight into their own potential, pulls out skills and attributes that individuals may not see in themselves and provides individuals with the courage and confidence for them to go far outside their comfort zone and to push their own development. My colleagues and I feel that, in Tom, we have met a phenomenal coach and mentor and also a friend.”

Dr. Ahmed Khafagy – Professor of ORL-HNS, Ain Shams University

“All aspects were useful, yet knowing the type of learners and how to use different methods to teach the different types of learners was most useful”

Dr. Mohamed Fawzy Almaz, Consultant, Royal Lancaster Trust

“It is above my expectations for a course, I really enjoyed it”

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