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Pre-module test

 

Section 1: Identifying learning needs and setting objectives

(1.1) Section 1: Identifying learning needs and setting objectives

(1.2) Assessment of learning needs

(1.3) Assessment of learning needs

(1.4) Johari window

(1.5) Collaboration between trainer and trainee

(1.6) Role of the clinical teacher or trainer

(1.7) Role of the clinical teacher or trainer

(1.8) Learning needs

(1.9) Effective assessment

(1.10) Setting learning objectives

(1.11) Bloom's model

(1.12) Interactive exercise: Bloom's model: how do learning objectives apply?

(1.13) Reflection

(1.14) Learning outcomes

(1.15) Reflection

(1.16) Learning objectives

(1.17) Interactive exercise: cognitive component vs other elements

(1.18) Planning a teaching session

(1.19) Section 1: Recap

(1.20) Section 1: Summary

 

Section 2: Supervision and appraisal

(2.1) Section 2: Supervision and appraisal

(2.2) Supervision

(2.3) Parameters of supervision

(2.4) Principles of supervision

(2.5) Interactive exercise: concepts and implications of supervision

(2.6) Appraisal

(2.7) The aim of appraisal

(2.8) What should appraisal cover?

(2.9) Interactive exercise: the benefits of appraisal

(2.10) Elements of preparation for an appraisal

(2.11) Communication skills

(2.12) Personal development plan

(2.13) What makes an effective appraiser?

(2.14) Reflection

(2.15) Section 2: Recap

(2.16) Section 2: Summary

 

Section 3: Workplace-based assessment (WPBA)

(3.1) Section 3: Workplace-based assessment (WPBA)

(3.2) WPBA

(3.3) From 'knowing' to 'doing'

(3.4) Reflection

(3.5) Disadvantages of OSCE and CASC

(3.6) Disadvantages of WPBA

(3.7) Section 3: Recap

(3.8) Section 3: Summary

 

Section 4: Select methods of clinical teaching

(4.1) Section 4: Select methods of clinical teaching

(4.2) Questions to ask

(4.3) Lectures

(4.4) Group teaching

(4.5) Group teaching

(4.6) Group teaching

(4.7) Reflection

(4.8) Problem-based learning

(4.9) Bedside teaching: ‘See one, do one, teach one’

(4.10) Peyton's model

(4.11) Interactive exercise: an application of Peyton's model

(4.12) Reflection

(4.13) Reflection

(4.14) Patient participation

(4.15) Patient participation

(4.16) Patient participation

(4.17) Simulated patients

(4.18) Simulated patients

(4.19) Comment

(4.20) Reflection

(4.21) Section 4: Recap

(4.22) Section 4: Summary

 

Module summary

Module test

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