Medicine, Dentistry and Veterinary Medicine Resource Archive for Teacher Trainers Gillian Brown, Subject Centre Educational Advisor Reg Dennick, Professor in Medical Education at the University of Nottingham Nigel Purcell, Subject Centre Senior Educational Advisor John Spencer, Professor of Medical Education in Primary Health Care at the University of Newcastle

Explain the purpose and principles of RAFTT Identify and evaluate current approaches to education development Explore aspects of the RAFTT process Work individually and in pairs on examples of resources Identify and evaluate the uses and possible enhancement of the resources and network Objectives

The Higher Education Academy Head office based in York The Academy's mission is to help institutions, discipline groups and all staff to provide the best possible learning experience for their students

The Higher Education Academy - Purposes Informing policy Supporting institutions Research and evaluation Supporting learning Professional development and recognition (including fellowship of the Academy and the National Teaching Fellowship Scheme) Disciplines and networks

The subject network and distribution of subject centres

Size and Operation Approximately 6 fte staff per centre –Director, manager, education adviser/s, information officers, clerical support Approximately 500K turnover per centre per year

Subject Centre for Medicine, Dentistry and Veterinary Medicine Hosted by the University of Newcastle upon Tyne ‘Federating’ with subject centre for Health Sciences and Practice –“To work with educators, communities, networks and organisations to promote and enhance student learning in the health related disciplines.” –HEALTH Network Group

Constituency Medicine, Dentistry and Veterinary Science/Medicine UK-wide, undergraduate and PG (not post- registration) –~30 Medical Schools ( intake each per year) –~15 Dental Schools (~100 intake each per year) –~ 7 Veterinary Schools ( intake each per year) Primarily staff focused Stakeholders – HE institutions, professional bodies etc

Key activities Information filtering/interpretation and brokerage Newsletters and eBulletinsNewsletters Websites: educational information & resources, newsWebsites Workshops, conferences, and other eventsWorkshops Special interest groups – e.g. RAFTTRAFTT Stakeholder engagement, dissemination Funding for small projectssmall projects Support for strategic initiatives / large projects, fund- raising – e.g. OEROER

The Programme The principles of RAFTT Group work: Education development – current issues 11.30Coffee 11.45The website and how it works 12.45Lunch 13.30Working with the resources 14.15Group work: The scope, application and enhancement of the resources and the community 15.15Taking RAFTT forward Evaluation and depart

Staff developers with a responsibility for developing health care educators Post Graduate Certificate in clinical education tutors Generic post grad cert tutors Who is RAFTT for?

Aim: Support staff developers engaged in health care teacher education Objectives: Create a bank of subject related resources for teacher trainers Foster an active peer learning community The purpose of RAFTT

The RAFTT website The RAFTT website

Main topics The main topics, based on the provisional HEA professional standards areas of activity 1.Teach and supporting student learning 2.Design and planning of learning activities and/or programmes 3.Assessment and giving feedback to learners 4.Developing learning environments/student guidance + support 5. Integration of scholarship … 6.Evaluation of practice continuing professional development Aims/learning outcomes Topics subdivided into aims and further subdivided into outcomes Plan a session or programme Plans for achieving these objectives through the provision of short courses and individual learning sessions – these include the key metadata Resources (Annotated) Resources to support the plans - handouts, pp slide shows, activity sheets etc to support the outcomes and plans. An explanation of how each resource can be used References Provide references for further reading and relevant resources The evidence The evidence and reasons for aims/objectives/methods What do others’ think? A history of its use – possibly using a web log process. Categories and content

Plan no. 1Introduction to small group teaching Estimated length of session = 1 hour Description This is a plan for a one hour session on small group teaching that has been used as part of a TIPS course at the University of Nottingham for over ten years. Author: Dr Reg Dennick, Assistant Director of Medical Education, University of Nottingham Date entered: 26 th May 2005 Who are the intended learners? Basic scientists and clinical educators Learning outcomes SGT1-5 The evidence (Why is this an effective resource?) What do others’ think? = evaluation and blog type interface Further references and resources Plan 1, Introduction to small group teaching

Timing (mins) Topics:OutcomesactivitiesTeaching resources RAFTT resources 5Introduction and activation of prior learning DiscussionNaSlide 2 15Goals of SGT: (1)BrainstormingFlip chartNotes on slide 3 15Conditions for (2)Sorting activityPaper cut outs Notes on slide 4 + word document 15Facilitator skills (3)Pyramids (snowballing) Paper and pen + ppt Notes on slide 5 & 6 10Summary and closure: (4&5) PresentationPptSlide 4-9 Plan 1, Introduction to small group teaching (cont)

Generated by staff development practitioners Peer review workshops –submit new resources –review and evaluate submitted resources –agree additions –review development process Developing the resources

Workshops - discussions and sharing On line evaluation and feedback forms to be used with each resource These will generate a ‘history of use’ Discussion forum for issues arising from staff development activity based on the resources Bi-annual meetings? The community of practice

How do you currently meet the development needs of health educators? What are the key themes and issues of interest to the education development community Discussion groups – a.m

Share own resources within group (in pairs Each pair develops/refines activities with plans etc Experiment with particular activities or parts of activities Review another groups ‘activities’ Feedback to larger group and discussion Determine which activities will be added Workgroups

What are the potential applications of the current resources? How can they be most effectively promoted and utilised? How can we extend and enhance the quality of the resources? What areas are least well resourced? What new kinds of resources and activities should we develop? Discussion group – p.m

The next steps Invitation to contribute resources communication Invitation to trial and evaluate resources Next workshop in approx six months

Some suggested readings/resources Anderson, T. and Elloumi, F Theory and Practice of Online Learning. Athabasca University, Athabasca, Canada. Felix, U E-learning pedagogy in the third millennium: The need for combining social and cognitive. ReCALL 17, 1: Lave, J. and Wenger, E Situated Learning. Legitimate peripheral participation. Cambridge University Press: Cambridge. Much useful material is available on the OU Knowledge Network site