HEA Fellowship is an international recognition of a commitment to professionalism in teaching and learning in higher education and demonstrates that your practice is aligned with the…” Professional Standards Framework (PSF) [ref]In this episode I interview Pip Divall (DCE teaching faculty and UHL clinical librarian) about the FHEA application process: what it is, why bother and what’s involved.Links mentioned in the conversation are listed below:HEA Standards Framework (PSF) There is a tool on the Advanced HE website which can help you find out which is the level most suited for you.Application is via Advance HEAn alternative but similar recognition of teaching is the Academy of Medical Educators (AoME) - often mentioned at instructor courses (e.g. GIC) and other trainer CPD (e.g. royal college delivered courses).

Twitter: @UHL_ClinEd @DrAHughes

YouTube: @UHLClinEd

Email: [email protected]⁠

Widening Participation PodcastWith Andrew Hughes and Monika Kaushik

In this episode I speak to Miss Monika Kaushik, Consultant Breast Surgeon and Clinical Tutor, about the Widening Participation Programme we have in Leicester. She describes why it’s important, how she got involved, how it’s delivered and next steps.Widening Participation is about helping a broader range of school leavers consider a career in medicine, particularly those without some of the advantages typically seen amongst the medical student/doctor community. If you would like further information, or want to help support the programme then you can contact Monika via her UHL email: [email protected].

As mentioned in the pod, Leicester Medical School interviews (MMIs) are currently underway (through to the end of February) and they are always looking for help running these (both online and in person formats). Email [email protected] to get involved.If you’re pondering the question: “I have a family/friend who’s son/daughter would like to do some work experience, do we offer that at UHL?” …then unfortunately we don’t currently have a formal system in place but it may be possible within your own department after liaising with the Head of Service and your CMG HR leads to ensure it’s done correctly.

Twitter: @UHL_ClinEd @DrAHughes

YouTube: @UHLClinEd

Email: [email protected]⁠

Educator Day 2023In this episode we talk to some of the leaders in medical education locally including and here are some of the nuggets discussed:Prof Mark McCarthy (Director of Medical Education)The importance of having an off-site conference that allows people to switch-off clinically, connect with other educators in the organisation and hear about changes on the horizon. There is a new education strategy being written and the DME wants to hear what educators think should be in itProf Simon Gay (Head of Leicester Medical School)Did you know 1 in 6 applications to medical school were to Leicester Medical School? Whilst there will be an increase in the number of medical school places, more needs to be done to improve the working conditions so doctors don’t leave the UK healthcare environment.Miss Sarah Jane Messeder (Chair of the Doctors in Training Committee)The committee represents not just doctors in training but essentially any doctors in a non-consultant/associate specialist role. The DiTC is being involved in many working groups to ensure this key part of the workforce have a say on planned changes. So if you need a non-consultant perspective get in touch!Twitter/X: @UHL_DiTCEmail: [email protected] Andrew Furlong (UHL Medical Director)Having joined the pod straight after the awards ceremony Andrew discusses how education fits into the Trust strategy and the improvements to accountability with training funds. Dr Rob Powell (Deputy Postgraduate Secondary Care Dean)Is it HEE, NHSE or the Deanery? Well, officially it’s “NHS England Workforce Transformation & Education Directorate” - if you can get your head around that! Expansion is the biggest challenge coming down the road but also new plans to redistribute the workforce - could be controversial…Prof Winston Rennie (Lead TPD for the Foundation Programme)FYs are the foundation of our workforce. Expansion in medical school numbers are now finally come through to the Foundation Programme and the big ask is for supervisors to come forward (and don’t call FYs: ‘SHOs’)!

Twitter: @UHL_ClinEd @DrAHughesYouTube: @UHLClinEdEmail: [email protected]⁠

Hussein and I debrief this year’s AMEE conference held in Glasgow - Hussein’s first AMEE in-person attendance - and how our preconceptions of Glasgow as a city couldn’t have been more wrong!The Association for Medical Education, Europe annual conference is one of the largest medical education conferences in the world and has expanded to cover education in several fields of healthcare all around the world. You can view the programme here and abstracts here.We explore the main theme of the conference: ‘Inclusive Learning Environments to Transform the Future’ as well as the importance for space and time to be able to think more deeply about some of the concepts in education. Between us we went to sessions on inclusivity, simulation (2Z), educator reputation management/branding (7R), gamification/escape rooms (10B), cognitive science insights when teaching skills (4U), evidenced based teaching (5B), faculty development, challenging conversations (9R) and active bystander training (6J2).We talk about the role of challenge/debate when advocating new approaches or ideas and the need to move beyond learner reaction (i.e. did they like it?) when measuring the impact of interventions. We reflect on the disappointment that there weren’t many sessions on AI in education - perhaps it’s too early?Hussein ends by describing his first experience of the AMEE ‘Fringe’ and considers his submission form next year … watch this space! Overall we came away with lots of ideas to try and incorporate into our work. We hope you find something of interest - maybe consider a submission at next year’s AMEE in Basel, Switzerland (abstract invitation normally in February)!Further links (programme session code provided to assist finding abstract in above link)Simulation Journal Club papers (session 2Z):Management reasoning and patient-clinician interactions: Insights from shared decision-making and simulated outpatient encountersTask complexity and cognitive load in simulation-based education: A randomised trialMaybe I’m not that approachable”: using simulation to elicit team leaders’ perceptions of their role in facilitating speaking up behaviorsTaking simulation out of its “safe container”—exploring the bidirectional impacts of psychological safety and simulation in an emergency departmentUsing insights from cognitive science for the teaching of clinical skills: AMEE Guide No. 155 Deardorff’s Intercultural Competence Model overview (session 10N7).Prof Scott Wright spoke about the challenges on his journey of professional identity in medicine whilst living with cerebral palsy (session 2N2)Prof Jonathan Round provided some theoretical context to escape rooms in medical education - what might work and what might not (session 10B)A production by the Clinical Education Department at the University Hospitals of Leicester NHS Trust.Hosts:Dr Andrew HughesConsultant AnaesthetistFaculty Development TutorDr Hussein UraibyPathology RegistrarTwitter: @UHL_ClinEd @DrAHughesYouTube: @UHLClinEdEmail: [email protected]⁠

Today I am joined by Hussein, Max (our resident DCE Learning Technologist) and Kash Makam (Consultant Anaesthetist and regional Final FRCA teaching lead) to discuss the emergence of AI in medical education and how we can begin to use some of the tools available in our teaching. There are certainly big time saving benefits for educators.  However, there are pitfalls and caveats worth knowing about. As ever a good understanding of learning theory will help guard against inappropriate use/overuse. It’s certainly an fascinating topic and one which we will return to in the future to see how AI in medical education plays out. We hope to spark your interest and maybe tempt you to experiment with some of the tools out there.

Further reading:When looking for resources it’s worth knowing that the biggest volume of material relates to AI in education at school or university level and this is still worth a read. It will take another year or so before high quality literature is available specifically within medical education.Tools out there, some of which we’ve used - easy enough to find by typing into a Google search:Language: ChatGPT (by open.AI), Bard (by Google), ClaudeImages: Dalle-E 2 (although need credits: 115 for $15), Midjourney, Stable DiffusionVideos: Vyond Go, PictoryVoice - Murf.AI, Vyond Go, Synthesia (generates video of onscreen human speaking your script). If you want to be really creeped out there is ‘ElevenLabs’ which can mimic your own voice to put on scripts!This is an excellent blog from the Digital Learning Institute taking key points and clips from a webinar explaining how to get the most from the various AI tools when teaching: https://www.digitallearninginstitute.com/webinar-highlights/innovative-ways-to-use-ai-in-teaching/ Here’s another video (there are loads) which gives a quick overview of 5 different types of AI tools out there and how to use them: https://youtu.be/9HAUYuzYxqw (from this secondary education blog)Hussein mentioned the PICRAT model when considering integrating technology into teaching - more on that here: PICRAT (edtechbooks.org)Abd-alrazaq A, et al. (2023). Large Language Models in Medical Education: Opportunities, Challenges, and Future Directions. JMIR Med Educ, 9: e48291 https://mededu.jmir.org/2023/1/e48291 Don’t you know, there is even now a clinical fellowship in AI: https://www.aicentre.co.uk/fellowships For more traditional medical AI for use clinically (diagnosis/treatment plans) there is Glass AI.

A production by the Clinical Education Department at the University Hospitals of Leicester NHS Trust.Hosts:Dr Andrew HughesConsultant AnaesthetistFaculty Development TutorDr Hussein UraibyPathology RegistrarTwitter: @UHL_ClinEd @DrAHughesYouTube: @UHLClinEdEmail: [email protected]⁠

“Faculty members demonstrate clinical skills, model and articulate expert thought processes and manifest positive professional characteristics” (Passi 2013)In this episode Hussein and I discuss role models and related subjects. Role modelling is known about in medical education but difficult to define and implement. It’s often left to the ‘hidden curriculum’ where learners look to mimic actions and behaviours. Hussein struggles to recall specific role models in his training ;-) but points out how the term ‘role model’ can be conflated with ‘mentor’ or ‘supervisor’ and distinguishes between a ‘role’ model and ‘behavioural’ one.  We link to social learning and the process of socialisation (or professionalisation) of medical students into doctors and development of self-identity. What is the influence of role modelling on diversity and representation and is ‘assimilation’ into the profession in tension with this.We hope you leave today reflecting on the behaviours you and those around you and the impact of role modelling in your career.Further reading: Doctor role modelling in medical education: BEME Guide No. 27https://www.tandfonline.com/doi/full/10.3109/0142159X.2013.806982Social Learning Theory (Albert Bandura)https://learning-theories.com/social-learning-theory-bandura.htmlSocial Development Theory (Lev Vygotsky)https://learning-theories.com/vygotskys-social-learning-theory.htmlA production by the Clinical Education Department at the University Hospitals of Leicester NHS Trust.Hosts:Dr Andrew HughesConsultant AnaesthetistFaculty Development TutorDr Hussein UraibyPathology RegistrarTwitter: @UHL_ClinEd @DrAHughesYouTube: @UHLClinEdEmail: [email protected]⁠

In this episode we discuss self-determination theory. Based on the assumption that human behaviour is driven by the need for growth, and intrinsic motivation is important, there are three basic needs according to this theory: competence, relatedness and autonomy. We use the theory as a lens through which to interpret or modify teaching and ask if it holds true in all examples or are there gaps?This is one of those theories which really helps to make sense of problems with learner engagement. Hope you enjoy.Further reading:Overview of Self-determination Theory: https://www.simplypsychology.org/self-determination-theory.htmlA production by the Clinical Education Department at the University Hospitals of Leicester NHS Trust.Hosts:Dr Andrew HughesConsultant AnaesthetistFaculty Development TutorDr Hussein UraibyPathology RegistrarTwitter: @UHL_ClinEd @DrAHughesYouTube: @UHLClinEdEmail: [email protected]⁠

In this episode Dipti, Paras and myself discuss a paper describing a training intervention around referral communication. We examine the methods and what level of Kirkpatrick’s model of training outcomes is demonstrated. We reflect on the findings and consider whether there are other conclusions which can be drawn. And of course we each share our ‘take-home’s’ to improve our own practice and help others.   Reviewed paper:An educational intervention to facilitate appropriate subspecialty referrals: a study assessing resident communication skillshttps://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03592-4 The study’s online module used: https://www.childrensmedicaleducation.org/review/syncope/  Further reading:Brookfield Critical Incident Questionnaire (several versions since publication in 1995) - for participants to feedback on elements which helped/hindered learning: https://valenciacollege.edu/faculty/development/teaching-learning-academy/documents/Brookfield.pdfA production by the Clinical Education Department at the University Hospitals of Leicester NHS Trust.Hosts:Dr Andrew HughesConsultant AnaesthetistFaculty Development TutorDr Hussein UraibyPathology RegistrarTwitter: @UHL_ClinEd @DrAHughesYouTube: @UHLClinEdEmail: [email protected]⁠

In this episode I interview Dr Chandra Ohri, Consultant in Respiratory Medicine, and Phase 2 Director of Clinical Studies at University of Leicester Medical School. This was recorded in March 2022 - which gives you an idea of how tricky it’s been getting the pod up and running! Even though it’s a bit dated, there are some interesting points and nuggets of advice for budding educators out there.A production by the Clinical Education Department at the University Hospitals of Leicester NHS Trust.Hosts:Dr Andrew HughesConsultant AnaesthetistFaculty Development TutorDr Hussein UraibyPathology RegistrarTwitter: @UHL_ClinEd @DrAHughesYouTube: @UHLClinEdEmail: [email protected]⁠

In this episode Paras, Dipti and I review a paper on Cognitive Load Theory. To set the scene I quickly outline the Human Memory Model and then focus on ‘Working Memory’. We then discuss how Cognitive Load Theory has a real impact on teaching and touch on how this is related to effective learning strategies.Expertise reversal effect, congruence, split attention principle and the modalities of working memory are covered and some other related papers are signposted. We try to make sense of the ‘variability principle’ and why you need to have cognitive load theory in mind when putting together a presentation.Cognitive load theory in health professional education: design principles and strategies. https://doi.org/10.1111/j.1365-2923.2009.03498.xFurther reading/resourcesYoung JQ, Ten Cate O, O’Sullivan PS & Irby DM. (2016). Unpacking the complexity of patient handoffs through the lens of Cognitive Load Theory. Teaching and Learning in Medicine, 28 (1): 88-96. https://doi.org/10.1080/10401334.2015.1107491 Young JQ, Van Merrienboer J, Durning S & Olle Ten Cate, O. (2014). Cognitive Load Theory: implications for medical education: AMEE Guide No. 86. Medical Teacher, 36 (5): 371-384. https://doi.org/10.3109/0142159X.2014.889290 Ghanbari S, Haghani F, Barekatain M & Jamali A. (2020). A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience. Journal of Education and Health Promotion, 9: 176. https://dx.doi.org/10.4103%2Fjehp.jehp_643_19 Chamberland M, Mamede S, St-Onge C, Setrakian J, Bergeron L & Schmidt H. (2015). Self-explanation in learning clinical reasoning: the added value of examples and prompts. Health Professions Education, 1(1): 24-33. https://doi.org/10.1111/medu.12623A production by the Clinical Education Department at the University Hospitals of Leicester NHS Trust.Hosts:Dr Andrew HughesConsultant AnaesthetistFaculty Development TutorPip DivallClinical LibrarianDr Hussein UraibyPathology RegistrarDr Dipti SamaniConsultant in Medicine for the ElderlyDr Paras PatelAnaesthetics RegistrarTwitter: @UHL_ClinEd @DrAHughesYouTube: @UHLClinEdEmail: [email protected]⁠