6: Teaching in the Clinical Environment: From Clinical Chaos to Educational Excellence 
 
Facilitators
Duncan Shrewsbury & Members from TASME and EDG - University of Birmingham
 
 
Workshop Description

Medical students and trainees often depend on the contact with doctors (trainees and seniors) on busy wards, or in hectic clinics, for learning and training opportunities. It can often be stressful and challenging for a clinician-educator to improvise and create a meaningful learning experience from the chaos. There is a tension between delivering service to the patients, and acknowledging the value and rights of learners. As medical students begin to pay an inflated amount in tuition, and as post-graduate training is increasingly pressured by service provision commitments, and restraints on time, good quality ad-hoc teaching on ward-rounds and in clinics from near-peers and seniors will play an important role in meeting the needs of learners. This will be a highly interactive and practical workshop designed to explore the challenges and opportunities of providing ad-hoc teaching in the busy clinical environment, and equip trainee's with the skills required to turn a mundane ward-round or chaotic clinic into a valuable learning opportunity. This workshop, aimed at trainees in medical education, will be run by the TASME committee in partnership with the Educator Development Group.

 
 
Workshop Objective 

Knowledge: 

  • appreciation of the tensions and issues relating to nurturing meaningful learning opportunities 
  • awareness of key theories underpinning aspects of clinical teaching
  • awareness of examples of good practice

 

Skills: 

  • be able to assess learner’s needs and level of knowledge / skill in a shortened period of time 
  • be able to match and guide learner’s expectations and needs to available opportunities 
  • develop a systematic approach to improvising ad-hoc learning opportunities
  • balance service provision with learning and teaching

 

Attitudes: 

  • striving for excellence in teaching whilst respecting patients and valuing learners