Professional Development for Medical Trainers

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New and existing educational and named clinical supervisors.

Understand the wider educational landscape and external environment applicable to medicine

Revisit theories about adult learning styles and generational differences

Learn about the processes for Exception reporting

Understanding capability, conduct and health issues

Manage the trainee in difficulty through diagnoses, feedback and skills practice using case studies

Providing effective feedback (principles and practice)

Be aware of sources of support for trainees in difficulty

Programme		AoME domain
9.30	Introductions and objectives State of Medical Education, Results of National Training survey, Survey results for Barts Health Barts Health Educational Structure	5,6,7
10.30	Roles in Supervision: Educational, Named Clinical Supervisor and Clinical Supervisor Benefits/ Challenges of combining the roles	1,2,5
11.00	Break
11.20	Learning styles: Understanding how trainees learn and how a knowledge of the learning cycle can improve learning ability Generation Gap: How different generational styles in today’s workforce impact on learning	2,3
12.00	Exception Reporting – What does this mean for us? Learning from reports Reviewing the Named Educational and Clinical Supervisors	1,2,5,6
12.30	Lunch
1:30	Managing the Trainee in Difficulty: Application of case studies based on current issues Understanding capability, conduct and health issues Understanding different causes of difficulty and responding appropriately Feedback principles and practice	1,2,5,6
15.00	Break
15.15	Skills practice with ‘difficult trainees’ Sources of Support	4,5,6
16.10	Reflection, Evaluation and Close
16.30	Close Course

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