الوصف
Foreword
Saudi Commission for Health Specialties (SCFHS) aims to protect and promote health in Saudi Arabia by graduating competent healthcare workers. In order to attain
this goal SCFHS has been eagerly working on improving training outcomes of post
to graduate medical education (PGME). Faculty development represents a cornerstone aspect to ensure optimum outcomes from PGME programs. Trainers’ competencies in teaching and formative assessment are the key entrustable
scholar activities that enables any PGME program to attain its objectives.
“Train Of Trainer: ToT on The go- Teaching and Assessment” is a very promising initiative by SCFHS to meet the national needs to improve competencies of faculty members. It gives meet a
great pleasure to welcome all the participants in this important event.
Dr. Sami Alhaider
The Executive Director of Training
SCFHS
Welcoming you on the go!
The Training-of-Trainers
ToT on the go- Teaching and Assessment Workshop is to certify faculty involved in postgraduate education.
This interactive two-day workshop aims to train clinician teachers on essential health professions education skills required to optimally educate postgraduate trainees (residents and fellows).
At the conclusion of this activity, the Trainers will be committed to developing and delivering the highest quality of postgraduate educational programs.
the ultimate goal of clinical teaching is to improve patient care.
OBJECTIVES
The program
includes the following learning modules:
- Teaching on the go
- Mentoring on the go
- Giving effective feedback
- Trainees in Difficulty
- Assessment on the go
- Clinical Competencies Roles
ToT Workshop Objectives:
- Outline the concept of a curriculum and discuss its importance.
- Write effective learning objectives and translate them in their training activities.
- Learn different teaching/training methods and strategies and choose the appropriate one for the learning setting.
- Explain the characteristics of feedback and identify barriers that prevent preceptors from giving effective feedback.
- Match appropriate teaching methods and assessment tools to the Clinical Competencies Roles
- Recognize the principles of assessment and choose valid and reliable assessment tools appropriate for the teaching/training session.
- Recognize the signs of residents in difficulty and manage them.
TOT on the go -Teaching and Assessment-Agenda
DAY 1 – Teaching and Mentoring
| 1. Teaching on the Run | |||
| TIME | TOPIC | FACILITATOR | |
| 09:00-09:20 AM | Welcome- Why this workshop? What is a Certified Trainer? | ||
| 09:20-10:00 AM | Learning plan-learning objectives | ||
| 10:00-10:30 AM | Teaching tools | ||
| 10:30-11:00 AM | Teaching in a clinical setting: SNAPPS, One minute preceptor | ||
| 11:00 – 11:15 AM BREAK | BREAK | ||
| 11:15 – 11:45 AM | Translation of educational objectives-Kem’s Cycle | ||
| 11:45 – 12:15 PM | Setting up an educational session or curriculum | ||
| 12:15 – 12:30 PM | Questions and Answers-BREAK |
| 2. Mentoring on the Run | ||
| Giving Effective Feedback | ||
| TIME | TOPIC | FACILITATOR |
| 12:30 – 12:50 | Characteristics of feedback | |
| 12:50 – 13:10 | Barriers to effective feedback | |
| 13:10 – 13:40 | Approach to giving effective feedback | |
| 13:40 – 14:00 | Incorporating feedback into daily clinical practice | |
|
14:00 – 14:15 |
Questions and Answers – BREAK |
|
| Dealing with Trainees in Difficulty | ||
|
14:15 – 14:45 |
Signs of a trainee in difficulty |
|
| 14:45 – 15:00 | Steps to take when a trainee is in difficulty | |
| 15:00 – 15:15 | Small Group Activity | |
| 14:15 – 14:45 | Large Group Discussion |
TOT on the go -Teaching and Assessment
DAY 2 – (Assessment and CanMEDS)
| 1. Teaching on the run | ||
| TIME | TOPIC | FACILITATOR |
| 9:00-9:30 AM | Introduction To Assessment | |
| 9:30 -10:00 AM | Mini CEX | |
| 10:00 -10:15 AM | Break | |
| 10:15 -10:45 AM | DOPS | |
| 10:45 – 11:15 AM | case based discussion | |
| 11:15 – 11:30 AM | ITER | |
| 11:30 – 12:30 PM | break |
| 2. Clinical Competencies | ||
| TIME | TOPIC | FACILITATOR |
|
12:30 – 12:45 |
Introduction to CanMEDS |
|
| 12:45 – 13:15 | Communicator Role | |
| 13:15 – 13:45 | Scholar Role | |
| 13:45 – 14:15 | Leader Role | |
| 14:15 – 14:30 | BREAK | |
| 14:30 – 15:00 | Collaborator Role | |
| 15:00 – 15:30 | Professional Role | |
| 15:30 – 16:00 | Health Advocate Role | |
| 16:00 – 18:00 | Post-workshop Exam | |
| CLOSING REMARKS |
Examination
The Examination Method:
The SCFHS Will provide the Centre with the examination link and assist you , if you have technical issue please communicate with [email protected]
The Examination Method:
Each candidate will be assessed by the following methods:
- Participation during the interactive lectures and discussions (50%)
- Post-workshop written exam (50%)
- Pass score will be 60%. Each candidate achieving
this minimum mark will receive the certificate
The Duration Of The Certification: Four Years
Workshop references and study materials:
An Introductory Guide to Assessment Methods for the CanMEDS Competencies
Workplace based assessment implantation
Gofton, W., Dudek, N., Barton, G., and Bhanji, F. (2017). Workplace-Based Assessment Imple- mentation Guide: Formative tips for medical teaching practice. 1st ed. (PDF) Ottawa: The Royal College of Physicians and Surgeons of Canada, pg. 1-12. Available at: Royal College of Physicians and Surgeons
Implementation guide tips medical teaching practice
Twelve tips for giving feedback effectively in the clinical environment
Subha Ramani & Sharon K. Krackov (2012) Twelve tips for giving feedback effectively in the clinical environment, Medical Teacher, 34:10, 787-791, DOI: 10 . 3109 / 0142159 X. 2012 . 684916
Twelve tips for giving feedback effectively in the clinical environment
Essential Skills for a Medical Teacher: An introduction to teaching and learning in medicine
By Ronald Harden and Jennifer Laidlaw
Workplace-based assessment and CBD implementation
CBD Resource Directory