1. Introduction Teaching and Assessment for Medical Educators is a programme designed to enhance teaching, learning, assessment, feedback and evaluation in medical education. Consisting of two courses, content includes methods and strategies for involving patients in teaching and assessment situations. These courses help those with teaching responsibilities to become more proficient in adapting and structuring their teaching according to learner preferences and diverse educational settings; in facilitating effective learning, especially in time-pressured situations; in designing appropriate assessments; in delivering and receiving feedback; and in addressing potential challenges. Throughout, it underlines the fundamental role of patients within clinical education – whilst highlighting the issues of safety and consent – and ultimately aims to help educators ensure that the clinicians of tomorrow are fit to practise. City College of New York Quinnipiac University The University of Newcastle, Australia University of Lincoln University of New England, Australia University of Worcester Developed in collaboration with: Professor Ed Peile Lead Advisor (TAME) Emeritus in Medical Education at the University of Warwick. EdD, FRCP, FRCGP, FRCPCH, FHEA, FAcadMEd.

2. What is Teaching and Assessment for Medical Educators? Two online courses focussing on clinical teaching and research skills and clinical assessment, feedback and evaluation. Developed for doctors, non-doctor clinicians and academics who teach medical students at varying levels. Available also in the US with different content. The fundamentals of this programme ensure that medical educators observe official guidelines such as those set by the Association of Medical Educators (UK). Content can be adapted for other countries by institutions. Easy-to-follow online learning course, with additional offline study. Interactive videos, surveys and audio learning and interviews and insight from medical professionals. Example of a video from the unit ‘Teaching the communication skills for learning and working with patients.’

3. Clinical teaching and learning CoursesActivitiesOutline Clinical teaching and learning Core: 3 hours, 30 minutes Additional: At least 23 hours Clinical teaching and learning looks at how medical educators should involve patients in the teaching process in order to enhance learning and inspire students. Participants will understand the value of patients in the learning process, how to prepare students and patients for the encounter, and how best to facilitate learning, team teaching and record-keeping. Syllabus:  Patient-based teaching outside of hospitals, including in community contexts  Before teaching with patients: preparation  Whilst teaching with patients: how to make your teaching most effective  After teaching with patients: debriefing and improvement  Continuing your development: looking at potentially challenging situations

4. Clinical assessment, feedback and evaluation CoursesActivitiesOutline Clinical assessment, feedback and evaluation Core: 3 hours Additional: At least 16 hours Clinical assessment, feedback and evaluation is designed to empower medical teaching staff to feel confident in designing, observing and evaluating accurate and effective written and practice-based assessments. They will be able to give constructive feedback and understand its importance in teaching and learning. Syllabus:  Introduction to assessment in clinical practice  Thinking critically about assessments  Choosing, implementing and communicating assessments  Dealing with challenges including those related to professional integrity  Providing meaningful feedback, context evaluation and quality improvements

5. What does it look like? Interactive activities, models and scenarios. Authentic video interviews with medical experts across a range of fields. Case studies and practical scenarios exploring real-life examples. Customisable portfolio incorporating practical and in-depth reflective self- development activities. Survey tools to assess learner feedback throughout the course. Interactive polls with real-time results for course-takers to assess their answers against others.

6. ‘Those taking on the additional clinical responsibility of higher training posts or consultant work can find that they prioritise their clinical development almost exclusively, at the expense of developing themselves as educators. I hope that these two courses will help you, as clinical educators, to develop your clinical teaching, and to improve students’ learning whilst enhancing your own job.' Professor Ed Peile Lead Advisor (TAME)