Courses

Our Tuesday Half Day Release Course

Purpose:

The Knowledge

 We try and help cover some of the more inaccessible curriculum areas and develop your skills in self-discovery, self-critique and ‘new developments’ Updates to guidlelines and protocols, significant events etc. Tools used include:

  • Reflection
  • Case Discussion
  • Appraisal [yearly]
  • Application of knowledge
  • ‘Hot’ topics
  • Special ‘Expert’ Sessions
  • Question Time
  • Debates

The Consultation

 Consultation styles and their uses. We try and develop your consultation styles and skills needed in todays consultations. We teach theory as well as using videos both prepared and trainees from actual practice. As well as roleplay sessions, and preparation for the CSA exam using experienced examiners and professional actors.

The Practice

Often missed out in training, we use an innovative ‘Virtual Practice’ to showcase and develop learning on the running of a practice; from staff contracts and discipline, to finances and salaries, information management and government targets and incentives, as well as partnership agreements.

The aim is to use a backdrop of a working general practice to help develop knowledge needed to survive in the increasingly competitive world of primary care.

Where: The Education Centre Doncaster Royal Infirmary Thorne Rd, Doncaster DN2 5LT

Time: The session runs from 2pm – 5pm.  They start punctually – so get there on time! 

Timetable

  • There are no current planned in house sessions due to COVID-19
  • We are starting some online education again from June 2nd 2020

YH HEE Courses

How to design a Teaching Session

The following guiding principles may help you with constructing your session.

1. Knowledge is imparted in constructivist way

That is, building on what they already know rather than just ‘vomiting’ information all over them. To be able to do this, one needs to figure out the trainees’ starting point. 

[Vico (1700s), Dewey (1938), Piaget (1950) and Vygotsky (1978)]

2. The focus is on the application (to real cases for instance), analysis or evaluation of knowledge

Rather than a regurgitation of facts, figures, guidelines or what is written in books.

[Bloom’s Taxonomy of Learning Objectives (1956)]

3. The trainees’ experience is used

Encouraging trainees to trainees to bring their experience and reflect on it.

[Kolb’s Learning Cycle (1984)]

4. Learning  with ideas, feelings and actions (Bloom’s Taxonomy)

Encouraging trainees, where possible, to reflect in all three areas of knowledge, skills and attitudes.

[Bloom’s Taxonomy of Learning Objectives (1956)]

5. Encouraging a collaborative approach to learning

Where trainees learn from each other, as well as from you.

[principles of Constructivism]

6. Tying in the evidence where appropriate

And how this evidence may be applied in practice.

[Evidence Based Medicine, Eddy (1990)]

7. Promoting Self-Concept

To help trainees identify other resources to further deepen their knowledge, skills and/or attitudes and thus help with their daily practice as well as the AKT and CSA.

[‘self-concept’, Knowles (1984)