The programme will consist of both asynchronous and synchronous work.

Asynchronous work will involve some independent reading, listening to narrated slides and completing activities which will be shared with peers on a discussion board with a tutor engaging with the discussion. 

Synchronous work will involve attending an online tutorial with your tutor at a specific date and time.

There are two modules: Module 1 covers teaching and learning in a formal setting such as a classroom. Module 2* focuses on teaching and learning in the workplace. The material in Module 1 and Module 2 are linked to online tutorials and the independent work must have been completed by the time participants attend the relevant tutorials. In between the modules, participants have the opportunity to apply what they have learned to practice.

Each module will need to be booked via Eventbrite (see Timetable and Bookings below).

*Please note Module 1 is a pre-requisite of Module 2. Participants can register for times and dates most suitable to them but must complete Module 1 in order to move on to Module 2.

The platforms that we will use to deliver the online materials are Sway (part of the Office 365 suite of tools which participants will need to have on a PC). Once registered on the programme participants will be able to access the online materials via Microsoft Teams.  Discussion boards and communication with participants will be via Microsoft Teams.

Our specific objectives are that by completing both modules with us you will be able to:

1. Write a simple lesson plan that is aligned to include at least two learning objectives, relevant content and evaluation of learning.
2. Apply the principles of small group teaching techniques to an example of teaching practice.
3. Explain the principles of reasonable adjustment in addressing learner diversity.
4. Understand the difference between formative and summative assessment.
5. Identify at least one model of feedback provision that can be used in their own practice as an educator.
6. Understand how reflection might be used in feedback provision.
7. Identify an example of collaborative practice and learning in their workplace and list the benefits and challenges.
8. Identify at least one model of teaching in the workplace when time is limited.
9. Recognise the scope of the educator in the workplace in supervising, supporting students and recognising students in difficulty.
10. Define unconscious bias and ask question about decolonisation of medical education.

Vertical themes:

1. The role of the clinical educator in contemporary medical education.
2. The role and responsibilities of the clinical educator for University of Bristol Faculty of Health Science undergraduate students.
3. Supporting learning in the workplace.
4. Developing learner competence.
5. Awareness of the theoretical and evidence-based medical education.

We are running the programme three times over the academic year. The programme is currently full for 2024/2025 however we shall be running this programme again in 2025/2026.

The new timetable will be confirmed in due course.