3rd TRAINING THE TRAINERS COURSE FOR EDUCATIONAL SUPERVISORS IN OBTETRICS AND GYNAECOLOGY

Presidents Prof. C. Benedetto, Prof. P. Sismondi Coordinator Prof. L. Marozio Tutors Prof. T. Mahmood, Dr. M. Obhrai, Prof. Z. Novak Antolic Objectives •Understand the key concepts in assessment •Explore the importance of work based assessments for doctors in training •Understand the principles of the new assessment tools to be used in the Foundation programmes •Use the four assessment tools developed •Understand the importance of feedback to enhance learning •Learn the rules of feedback •Explore some of the issues in dealing with a trainee in difficulty PROGRAMME DAY ONE 2/12/2010 TEACHING AND TRAINING SKILLS 2.00 pm Registration and Refreshments Introduction and meeting the participants Welcome and objectives of course 2.30 pm Adult learning (Group Work) Mini-talk of principles of adult learning 3.15 pm Small Group exercise: Micro teaching •Break into small groups with one facilitator per group-see room allocation on list •Each participant should have prepared a 5 mins lecture on a non-medical topic. •In each group, one person lectures, one chairs (evaluates) and one (plus a faculty member) is the audience. •After the five minute lecture there is five minutes feedback using Pendleton’s rules. •It is important to keep everyone on task and to time. •The roles rotate (except for the faculty member) until everyone has given their lecture and has had the opportunity to act as presenter, giving feedback and chair. 4.00 pm Coffee 4.15 pm Acquiring new surgical skill •Mini lecture to whole group. Delegates given 4-step formula, demonstrated with a volunteer, probably a faculty member. 4.45 pm Small group exercise: Teaching a practical skill •Break into two groups with a facilitator per group •Each delegate takes it in turn to teach a practical skill to a second delegate, with a third delegate evaluating. •Keep to seven minutes per teaching episode and 7 mins giving feedback •Again use Pendleton’s rules. Each delegate should have experienced all 3 roles. 5.30 pm Plenary session: Mini talk on teaching in theatre Discussion in full group DAY TWO 3/12/2010 9.00 am Feedback Why bother? Rules of feedback Techniques of feedback 9.30 am ASSESSMENT - Mini talk on assessment 9.50 am Small group exercise: assessment •Divide delegates into groups with a facilitator to discuss some of the difficulties and limitations of assessment. •Each group will concentrate on one of the domains of learning i.e. knowledge, skills or attitude and professionalism and discuss methods available for assessing these. •After about 10 mins move discussion forward to include suggestions for improving the assessment process. •Each group to identify one person who will present the small group’s findings to the whole group. •How do you assess knowledge, skills, attitudes? •Miller’s triangle of competence 10.45 am Coffee 11.00 am Role play •Simulation of assessment 12.30 am Appraisal-definition, general principles 1.00 pm Lunch 2.15 pm Introduction to the difficult appraisal 2.45 pm Small group exercise: The difficult appraisal •Divide delegates in groups •Delegates divide into pairs •Facilitators allocate roles (Trainer, trainee) •Remind them about feedback and Pendleton’s rules. •Suggest they spend about ten minutes on each appraisal with time for discussion. They should aim to bring at least one issue back to the plenary discussion. 4.30 pm Coffee 4.45 pm Final Plenary session discussion DAY THREE 4/12/2010 9.00 am Small groups exercises and role play session on appraisal / difficult appraisal Participants should send scenarios from their real life in advance In this session the techniques for assessment and feedback will be revised 11.15 am Coffee 11.45 am Plenary discussion 12.15 am Course evaluation and Plan for future courses 12.45 am CLOSE OF MEETING