Being a Medical Teacher Dr Simon Stockill Clinical Lecturer Department of Primary Care & General Practice Imperial College London 1

INTRODUCTIONS Who are you? Where do you work? Who is the teacher who has influenced you the most, and why? 2

Objectives of the session Expound our experiences of teaching - as learners and teachers Expand our understanding of teaching Explore opportunities for teaching as a doctor 3

Exercise 1 List the different settings where you have learnt the things you know now List the people who have taught you List your three “top tips” for how you learn Feedback to the group 4

Exercise 2 List when you have taught someone to do something List the skills that you needed to teach List what you could have done better Feedback to the group 5

Model of Student Learning Student Characteristics & Learning Style Teacher’s Approach Context of Subject Learning Approach Learning Process Learning Outcome

Who, What, When and Where? A&E SHO, showing 3rd years how to suture in the skills lab Paediatric consultant discussing the causes of a cough in clinic with the SHO Group of GP Registrars evaluating each others consultation skills videos Professor assisting a new lecturer to submit a research grant proposal 6

Why teach? Unavoidable - so why not be good at it? Satisfaction - immediate & long term “A change is as good as a rest” Develops the learning of the teacher Lots of opportunities Over-worked, under-paid and under-valued (by some) !!! 7

Undergraduate Teaching Ward based – SHO/ SpR teaching Practice based - Community Attachments: GP, Clinical Method Teaching, Speciality Clinics (eg paeds, psych derm), Evidence based medicine. Medical School based Lectures / tutorials: communication skills, clinical skills, ethics and professional skills. 9

Postgraduate Teaching GP Trainer GP VTS Course Organiser RCGP Lectureships PCT Education & Training Academic departments MSc students, GPs, nurses, allied professionals 10

Teaching the Teachers – Imperial College All new teachers must attend training Basic teaching & learning skills (2 days) Specific training for chosen course Supervision from senior GP teacher and regular local teachers’ academic meetings All teachers have support of & supervision from a local GP Academic Facilitator All student evaluations of teaching are sent to the teacher and their AcFac as feedback

Career Structure Academic General Practice Mix of clinical & academic sessions Combination of Teaching, Research & Scholarship / Educational Development Teaching Fellows & Facilitators Lecturer Senior Lecturer / Reader Professor 11

What have we learnt today? Lots of experience of learning and teaching - in both roles Basic training can improve teaching Many opportunities exist for doctors to become teachers …………………….it can be great fun! 12