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

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

3. 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

4. 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

5. 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

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

7. 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

8. 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

9. 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

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

11. 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

12. 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

13. 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