Teaching and Training

The GMC expects all doctors to demonstrate skills in teaching and training.

The Respiratory Curriculum suggests ways in which trainees might become involved in teaching, which may benefit their own learning (these would therefore be good things to capture in the ePortfolio):

• Teaching medical students, junior doctors & allied health care professionals affords an excellent opportunity to learn
• Presenting at grand rounds or similar clinical meetings provides the opportunity for in-depth study of a particular subject area
• Participation in journal clubs fosters critical thinking and an approach to the evaluation of the medical literature, which is essential for professional practice
• ST3+ trainees will be expected to carry out some assessments on their more junior colleagues from time to time, for example carrying out work place based assessments, and should be specifically trained to do so. Make sure you select ‘keep a record’ when you complete assessments for trainees so you can prove your involvement in training
• All NHS Consultants should be excellent teachers. All trainees should strongly consider attending a formal training for teaching course. Some trainees may wish to become more expert teachers/trainers and to “specialise” in this area when they become a Consultant. They may therefore wish to consider undertaking a more formal training programme and qualification in medical education

Trainees are strongly recommended to attend a formal ‘Training for Teaching’ course. Options available locally include:

• Effective Teaching Skills workshop by the RCP. 2 day course
• RCP Educator Accreditation – requires attendance at 4 courses over 2 years. Each of the individual components can be done as standalone courses.
• Royal Society of Medicine: small group teaching, 1 day course

Those with a specialist interest in Medical Education may consider a PGCert, Diploma or Masters in Medical Education.

 

Indicative Trainee Job Plan
Whilst the formal Structured Training Programme is designed to provide much of the knowledge required for expert practice in Respiratory Medicine, a large proportion of training is ‘on-the-job.’ An indicative job plan for a trainee in Respiratory Medicine, as suggested by the Respiratory Curriculum, is as follows:

• Two consultant-led ward rounds per week
• One trainee-led ward round per week
• Two outpatient clinics per week
• One practical procedures session (usually, but not exclusively, bronchoscopy) per week
• Appropriate protected time for essential educational activities should be agreed between the trainer and trainee

It is emphasised that the above is intended only as a guide to the general job plan for the average post. It is not expected that this should be rigidly adhered to in all circumstances.