The course takes you through everything you need to be a great clinical teacher:

In this course you learn how to teach! In order to do that you should be able to:
1. Think about the relevant adult education theory points so you can deliver an awesome lesson
2. Consider the learning styles you may have to cater for
3. Develop effective aims and objectives
4. Decide which method of delivery is the most effective for the task at hand
5. Know how to deal with difficult students
6. Think about how to give effective feedback
9. Reflect on your teaching to evaluate effectiveness

Learn skills for life and get IMT / ST3 points.

Earn points for your FPAS,
Core training and Speciality Applications!

Feedback from our Students
What's Covered in the Course?

All our modules in our teach the teacher online course are in an engaging and easy to digest “scenario” format. After an introduction to the course, you’ll be explained what the scenario is and then walked through planning the lesson, delivery and feedback using different theories and methods. So when it comes to planning your own teaching sessions in life you can pick and choose the best one for the job, knowing you can use all the tools to your disposal.

There are 2 assignments for submission also included; opportunities for you to use the skills learned in the course and get feedback.

For each sub-topic you complete you will get a certificate. The sub-topics included are: small group teaching, adult learning theory, setting aims and objectives, and giving feedback.

Below is the list of modules included in the course with a brief description:

1) Bedside teaching: creating the ideal learning environment
2) Motivating students
3) Specific bedside teaching tips
In this module we shall discuss how best to involve patients in clinical teaching, and how to optimise the experience for the learner, student and patient.
In this module you’re going to walk through planning a small group teaching session using Kolb’s adult learning theory, and do some learning along the way ourselves!
A module incorporating concepts of opportunistic bedside teaching as well as models for feedback namely coaching vs telling and the BOOST model.
What do these roles involve? How can you fulfil them properly?
Helping others through their career is an important responsibility and not one to be undertaken lightly. By the end of this module, however, you should feel comfortable in knowing which roles you can take on, and know that you can do an amazing job of it!
In this module, we’ll think about how we can prepare helpful resources for students and how we can organise educational events, focusing especially on larger-scale events such as conferences and courses.
A module walking you through a scenario where you’ll learn methods on how to teach small groups with information addressing teaching styles (PBL) and dealing with differing group dynamics.
A module talking you through how lecturing to a large group differs, and how to maximise engagement, use the right presentation skills and things to think about afterwards.
This module will cover:
How to plan for small group teaching
Dynamics of different groups according to their size
How to maximise student involvement
How to deal with difficult students
Thinking about teaching in a clinical environment and how different learning styles of the students you come across will affect how you teach, and how you could help them learn better! We’ll also cover barriers to good teaching in such situations and how we may overcome them.
In this course we will discuss and elaborate the various roles clinical teachers fulfil. Ideal for those of you looking to apply for academic teaching fellowships, or if you just want to understand in more detail what clinical teachers actually do.
Learn a little more about teaching theory and learning styles in constructivism to create better lesson plans.
This course covers Blooms Taxonomy and how it can be used to guide setting aims when conducting one on one teaching sessions with medical students. It also sets out an easy way of assessing students.
Brookfield’s principles of learning
Handling group dynamics
The differences in a teacher’s approach between skills and knowledge teaching
This module covers
– The Jarvis’ learning process
– The planning pyramid
– Using the six step problem solving approach
A module about how we can use Knowle’s theory of adult learning, improve our presentations skills and in using the SCOPME model to give feedback in the context of planning a lesson of our own.

This module covers three essential attributes of delivering an effective teaching session: the Honey and Mumford model of learning styles; the motivational theory of Maslow’s hierarchy of needs; and the Chicago model of how to give feedback

A module that will talk you through the McCarthy theory of learners, presenting using the Mehrabian Model and another way on how to get feedback on your teaching.
An exciting module combining session preparation (setting SMART learning objectives), teaching (specific techniques to be used at the bedside) and giving feedback (using Pendleton’s rules).
A course focusing on VAK, Honey and Mumford learning models, the implications different learning styles have for teaching. Also tips on how to engage difficult and underperforming students.
Some Common Questions About the Course

How long does this course take?

We aimed to create an extensive, in-depth teaching course to be better than the traditional expensive classroom courses, that could be done in the comfort of your own pace and place of choice. Hence, the recommended time for the medical online teaching course is 12 hours, although the actual time taken will depend on how quickly you assimilate the information.

To successfully complete the course you will need to pass in-module and end of module quizzes, as well as a final test before we issue a certificate of completion. There will also be up to two assignments which will require you to use your new teaching skills in the workplace, evidenced with feedback or a report.

What does this course include?

This course is an extensive, in-depth online alternative to in person train the trainer teaching courses. It is specifically aimed at doctors and healthcare professionals to improve on the expensive and cumbersome classroom courses.

You will be covering a full range of topics from core adult learning theory to the basis of objective setting and giving feedback to the practicalities of planning and delivering bedside teaching.

Of course, as teaching is inherently an interpersonal skill, part of the course will ask you to use the skills you are learning in real life and submit assignments in the form of either reports on a teaching session or feedback from your peers or students.

How much is the course?

The course is £139 and includes all the online content, full support from our team for the duration of the course and a certificate of completion. This is the cheapest and best value teacher training course available – most courses are in excess of £300. 

Is this course accredited?

Yes! As of November 2020 the Erudical course is CPD accredited. Also remember that every person that completes the course will get a formal certificate of completion to allow them to claim points for their job application as well as add to their portfolio.

How many CPD points do I get?

Our course is CPD certified, but as each professional body counts differently, we can’t answer that question for you. For example, the Royal College of Physicians (RCP) give 1 point for every 1 hour spent. So you have to find out how your points are logged, and then claim points based on that. So that means, you can get up to 12 points for the RCP!

What if I can't finish the course?

The medical online teaching course is designed to take 12 hours, to be done in your own time, and is therefore available to you to complete in 6 weeks. If at the end of this you require more time to finish off certain modules then all you have to do is get in touch with our team and request an extension.

If you are unable to finish the course we will not be able to give you a certificate of completion.

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