{"id":254094,"date":"2023-10-25T11:33:21","date_gmt":"2023-10-25T08:33:21","guid":{"rendered":"https:\/\/vision.edu.sa\/jeddah\/?post_type=product&p=254094"},"modified":"2024-03-19T12:09:49","modified_gmt":"2024-03-19T09:09:49","slug":"tot-on-the-go","status":"publish","type":"product","link":"https:\/\/vision.edu.sa\/jeddah\/product\/tot-on-the-go\/","title":{"rendered":"ToT on the go"},"content":{"rendered":"

Foreword<\/strong><\/p>\n

Saudi Commission for Health Specialties (SCFHS) aims to protect and promote health in Saudi Arabia by graduating competent healthcare workers. In order to attain<\/p>\n

this goal SCFHS has been eagerly working on improving training outcomes of post<\/p>\n

to graduate medical education (PGME). Faculty development represents a cornerstone aspect to ensure optimum outcomes from PGME programs. Trainers\u2019 competencies in teaching and formative assessment are the key entrustable<\/p>\n

scholar activities that enables any PGME program to attain its objectives.<\/p>\n

\u201cTrain Of Trainer: ToT on The go- Teaching and Assessment\u201d is a very promising initiative by SCFHS to meet the national needs to improve competencies of faculty members. It gives meet a<\/p>\n

great pleasure to welcome all the participants in this important event.<\/p>\n

Dr. Sami Alhaider<\/p>\n

The Executive Director of Training<\/p>\n

SCFHS<\/p>\n

Welcoming you on the go!<\/strong><\/p>\n

The Training-of-Trainers<\/p>\n

ToT on the go- Teaching and Assessment Workshop is to certify faculty involved in postgraduate education.<\/p>\n

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).<\/p>\n

At the conclusion of this activity, the Trainers will be committed to developing and delivering the highest quality of postgraduate educational programs.<\/p>\n

the ultimate goal of clinical teaching is to improve patient care.<\/p>\n

OBJECTIVES<\/u><\/p>\n

The program<\/strong><\/h3>\n

includes the following learning modules:<\/strong><\/p>\n

    \n
  • Teaching on the go<\/li>\n
  • Mentoring on the go<\/li>\n
  • Giving effective feedback<\/li>\n
  • Trainees in Difficulty<\/li>\n
  • Assessment on the go<\/li>\n
  • Clinical Competencies Roles<\/li>\n<\/ul>\n

    ToT Workshop Objectives:<\/strong><\/h3>\n
      \n
    • Outline the concept of a curriculum and discuss its importance.<\/li>\n
    • Write effective learning objectives and translate them in their training activities.<\/li>\n
    • Learn different teaching\/training methods and strategies and choose the appropriate one for the learning setting.<\/li>\n
    • Explain the characteristics of feedback and identify barriers that prevent preceptors from giving effective feedback.<\/li>\n
    • Match appropriate teaching methods and assessment tools to the Clinical Competencies Roles<\/li>\n
    • Recognize the principles of assessment and choose valid and reliable assessment tools appropriate for the teaching\/training session.<\/li>\n
    • Recognize the signs of residents in difficulty and manage them.<\/li>\n<\/ul>\n

       <\/p>\n

      \u00a0<\/strong><\/p>\n

      TOT on the go -Teaching and Assessment-Agenda<\/strong><\/p>\n

      DAY 1 \u2013 Teaching and Mentoring<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
      1.\u00a0\u00a0 Teaching on the Run<\/strong><\/td>\n<\/td>\n<\/tr>\n
      \u00a0<\/strong><\/td>\n<\/td>\n<\/tr>\n
      TIME<\/td>\nTOPIC<\/td>\nFACILITATOR<\/td>\n<\/td>\n<\/tr>\n
      09:00-09:20 AM<\/strong><\/td>\nWelcome- Why this workshop? What is a Certified Trainer?<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
      09:20-10:00 AM<\/strong><\/td>\nLearning plan-learning objectives<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
      10:00-10:30 AM<\/strong><\/td>\nTeaching tools<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
      10:30-11:00 AM<\/strong><\/td>\nTeaching in a clinical setting: SNAPPS, One minute preceptor<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
      11:00 – 11:15 AM\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 BREAK<\/strong><\/td>\nBREAK<\/td>\n<\/tr>\n
      11:15 – 11:45 AM<\/strong><\/td>\nTranslation of educational objectives-Kem\u2019s Cycle<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
      11:45 – 12:15 PM <\/strong><\/td>\nSetting up an educational session or curriculum<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
      12:15 – 12:30 PM<\/strong><\/td>\nQuestions and Answers-BREAK<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

       <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
      2.\u00a0\u00a0 Mentoring on the Run<\/strong><\/td>\n<\/tr>\n
      Giving Effective Feedback<\/strong><\/td>\n<\/tr>\n
      TIME<\/td>\nTOPIC<\/td>\nFACILITATOR<\/td>\n<\/tr>\n
      12:30 \u2013 12:50<\/strong><\/td>\nCharacteristics of feedback<\/td>\n<\/td>\n<\/tr>\n
      12:50 \u2013 13:10<\/strong><\/td>\nBarriers to effective feedback<\/td>\n<\/td>\n<\/tr>\n
      13:10 \u2013 13:40<\/strong><\/td>\nApproach to giving effective feedback<\/td>\n<\/td>\n<\/tr>\n
      13:40 \u2013 14:00<\/strong><\/td>\nIncorporating feedback into daily clinical practice<\/td>\n<\/td>\n<\/tr>\n
      \u00a0<\/strong><\/p>\n

      14:00 \u2013 14:15<\/strong><\/td>\n

      		\u00a0<\/strong><\/p>\n

      Questions and Answers – BREAK<\/td>\n

      		<\/td>\n<\/tr>\n
      Dealing<\/strong> with<\/strong> Trainees<\/strong> in<\/strong> Difficulty<\/strong><\/td>\n<\/tr>\n
      \u00a0<\/strong><\/p>\n

      14:15 \u2013 14:45<\/strong><\/td>\n

      		\u00a0<\/strong><\/p>\n

      Signs of a trainee in difficulty<\/td>\n

      		<\/td>\n<\/tr>\n
      14<\/strong>:45 <\/strong>\u2013 15<\/strong>:00<\/strong><\/td>\nSteps to take when a trainee is in difficulty<\/td>\n<\/td>\n<\/tr>\n
      15:00 \u2013 15:15<\/strong><\/td>\nSmall Group Activity<\/td>\n<\/td>\n<\/tr>\n
      14:15 \u2013 14:45<\/strong><\/td>\nLarge Group Discussion<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

       <\/p>\n

      TOT on the go -Teaching and Assessment<\/strong><\/p>\n

      DAY 2 \u2013 (Assessment and CanMEDS)<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
      1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Teaching on the run<\/strong><\/td>\n<\/tr>\n
      TIME<\/td>\nTOPIC<\/td>\nFACILITATOR<\/td>\n<\/tr>\n
      9:00-9:30 AM<\/strong><\/td>\nIntroduction To Assessment<\/td>\n<\/td>\n<\/tr>\n
      9:30 -10:00 AM<\/strong><\/td>\nMini CEX<\/td>\n<\/td>\n<\/tr>\n
      10:00 -10:15 AM<\/strong><\/td>\nBreak<\/td>\n<\/td>\n<\/tr>\n
      10:15 -10:45 AM<\/strong><\/td>\nDOPS<\/td>\n<\/td>\n<\/tr>\n
      10:45 – 11:15 AM<\/strong><\/td>\ncase based discussion<\/td>\n<\/td>\n<\/tr>\n
      11:15 – 11:30 AM<\/strong><\/td>\nITER<\/td>\n<\/td>\n<\/tr>\n
      11:30 – 12:30 PM<\/strong><\/td>\nbreak<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      \u00a0<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
      2. Clinical Competencies<\/strong><\/td>\n<\/tr>\n
      TIME<\/td>\nTOPIC<\/td>\nFACILITATOR<\/td>\n<\/tr>\n
      \u00a0<\/strong><\/p>\n

      12:30 \u2013 12:45<\/strong><\/td>\n

      		\u00a0<\/strong><\/p>\n

      Introduction to CanMEDS<\/td>\n

      		<\/td>\n<\/tr>\n
      12:45 \u2013 13:15<\/strong><\/td>\nCommunicator Role<\/td>\n<\/td>\n<\/tr>\n
      13:15 \u2013 13:45<\/strong><\/td>\nScholar Role<\/td>\n<\/td>\n<\/tr>\n
      13:45 \u2013 14:15<\/strong><\/td>\nLeader Role<\/td>\n<\/td>\n<\/tr>\n
      14:15 \u2013 14:30<\/strong><\/td>\nBREAK<\/td>\n<\/td>\n<\/tr>\n
      14:30 \u2013 15:00<\/strong><\/td>\nCollaborator Role<\/td>\n<\/td>\n<\/tr>\n
      15:00 \u2013 15:30<\/strong><\/td>\nProfessional Role<\/td>\n<\/td>\n<\/tr>\n
      15:30 \u2013 16:00<\/strong><\/td>\nHealth Advocate Role<\/td>\n<\/td>\n<\/tr>\n
      16:00 \u2013 18:00<\/strong><\/td>\nPost-workshop Exam<\/td>\n<\/td>\n<\/tr>\n
      <\/td>\nCLOSING REMARKS<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

       <\/p>\n

      Examination<\/u><\/p>\n

       <\/p>\n

      The Examination Method:<\/p>\n

      The SCFHS Will provide the Centre with the examination link and assist you , if you have technical issue please communicate with Tot@scfhs.org.sa<\/p>\n

       <\/p>\n

      The Examination Method:<\/p>\n

      Each candidate will be assessed by the following methods:<\/p>\n

        \n
      • Participation during the interactive lectures and discussions (50%)<\/li>\n
      • Post-workshop written exam (50%)<\/li>\n
      • Pass score will be 60%. Each candidate achieving<\/li>\n<\/ul>\n

        this minimum mark will receive the certificate<\/p>\n

         <\/p>\n

        The Duration Of The Certification: Four Years<\/p>\n

        Workshop references and study materials:<\/u><\/h1>\n

        An Introductory Guide to Assessment Methods for the CanMEDS Competencies<\/p>\n

        Workplace based assessment implantation<\/p>\n

        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<\/p>\n

        Implementation guide tips medical teaching practice<\/p>\n

        Twelve tips for giving feedback effectively in the clinical environment<\/p>\n

         <\/p>\n

        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<\/p>\n

        Twelve tips for giving feedback effectively in the clinical environment<\/p>\n

         <\/p>\n

        Essential Skills for a Medical Teacher: An introduction to teaching and learning in medicine<\/p>\n

        By Ronald Harden and Jennifer Laidlaw<\/p>\n

         <\/p>\n

        Workplace-based assessment and CBD implementation<\/p>\n

         <\/p>\n

        CBD Resource Directory<\/p>\n\n\n\n\n
        <\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

         <\/p>\n","protected":false},"excerpt":{"rendered":"

        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 […]<\/p>\n","protected":false},"featured_media":254087,"template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":""},"product_brand":[],"product_cat":[69],"product_tag":[],"class_list":{"0":"post-254094","1":"product","2":"type-product","3":"status-publish","4":"has-post-thumbnail","6":"product_cat-jeddah-dentistry","8":"first","9":"outofstock","10":"taxable","11":"shipping-taxable","12":"purchasable","13":"product-type-simple"},"_links":{"self":[{"href":"https:\/\/vision.edu.sa\/jeddah\/wp-json\/wp\/v2\/product\/254094","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/vision.edu.sa\/jeddah\/wp-json\/wp\/v2\/product"}],"about":[{"href":"https:\/\/vision.edu.sa\/jeddah\/wp-json\/wp\/v2\/types\/product"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/vision.edu.sa\/jeddah\/wp-json\/wp\/v2\/media\/254087"}],"wp:attachment":[{"href":"https:\/\/vision.edu.sa\/jeddah\/wp-json\/wp\/v2\/media?parent=254094"}],"wp:term":[{"taxonomy":"product_brand","embeddable":true,"href":"https:\/\/vision.edu.sa\/jeddah\/wp-json\/wp\/v2\/product_brand?post=254094"},{"taxonomy":"product_cat","embeddable":true,"href":"https:\/\/vision.edu.sa\/jeddah\/wp-json\/wp\/v2\/product_cat?post=254094"},{"taxonomy":"product_tag","embeddable":true,"href":"https:\/\/vision.edu.sa\/jeddah\/wp-json\/wp\/v2\/product_tag?post=254094"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}