Teach the Teacher E-Learning Course for Clinicians

By the end of this course, participants will be able to:
● Apply key learning theories to design engaging, learner-centred teaching sessions.
● Use structured methods for feedback, assessment, and curriculum alignment.
● Demonstrate reflective practice and educational professionalism.
● Support learners through motivation, feedback, and emotional intelligence.
● Incorporate evidence-based approaches into day-to-day clinical teaching.

Course Content

Course Welcome & Introduction
Welcome to Clinicians Who Teach by The Clinician’s Campus! Your journey to becoming a more confident, effective clinical educator begins here. This short welcome section sits before Module 1 and takes around 10–15 minutes to complete. It sets the tone for the course, orients you to how everything works, and introduces our mission, learning outcomes, and standards.

Course Overview
Learning Outcomes
How the Course Works
What’s Included
Downloadable Resources – What you will need to complete the course:
Tips for Getting the Most Out of This Course
Course Certification
The Clinician’s Campus – Our mission
A Note from the Co-Founders

Module 1: Foundational Learning Theories

Introduction to Module 1: The Foundations of Learning
Structured Reflective Practice – A Memorable Teaching Experience
Structured Reflective Practice: A Memorable Teaching Experience
1.1 Constructivism
Interactive Case: Challenging Assumptions in Clinical Reasoning
Structured Reflective Practice: Constructivism and Conceptual Change
Structured Reflective Practice: Constructivism and Conceptual Change
1.2 Piaget’s Cognitive Constructivism
Interactive Case – The Silent Myocardial Infarction
Structured Reflective Practice: Assimilation and Accommodation in Clinical Reasoning
Structured Reflective Practice: Assimilation and Accommodation
1.3 Vygotsky’s Zone of Proximal Development (ZPD)
Interactive Case – The First Lumbar Puncture
Structured Reflective Practice: Scaffolding and the Zone of Proximal Development
Structured Reflective Practice: Scaffolding and the Zone of Proximal Development
1.4 Knowles’ Adult Learning Principles (Andragogy)
Interactive Case: Delivering a Session on Resuscitation Guidelines Updates
Structured Reflective Practice: Motivation and Adult Learning
Structured Reflective Practice: Motivation and Adult Learning
1.5 Kolb’s Experiential Learning Cycle
Interactive Case – The Difficult Consult
Structured Reflective Practice: Kolb’s Experiential Learning Cycle
Structured Reflective Practice: Experiential Learning and Reflection
1.6 Bandura’s Social Learning Theory
Interactive Case – Breaking Bad News and Modelling Compassionate Communication
Structured Reflective Practice: Role Modelling and Self-Efficacy
Structured Reflective Practice: Role Modelling and Social Learning
End of Module Quiz
1.7 End of Module 1 – Summary & Completion
1.8 References and Additional reading

Module 2: Understanding How We Learn — The Psychology of Memory and Motivation

Introduction to Module 2
2.1 Theory of Learning and Memory (Sensory, Working, Long-Term)
Interactive Case: Managing Cognitive Load — The 40-Minute Lecture
Structured Reflective Practice: Cognitive Load and Memory
Structured Reflective Practice: Cognitive Load and Memory
2.2 Cognitive Load Theory (CLT)
Interactive Case: The Laparoscopic Learning Curve
Structured Reflective Practice: Managing Cognitive Load in Teaching
Structured Reflective Practice: Managing Cognitive Load in Teaching
2.3 Maslow’s Hierarchy of Needs
Interactive Case: The Morning Teaching Session
Structured Reflective Practice: Psychological Safety and Learning Readiness
Structured Reflective Practice: Psychological Safety and Learning Readiness
2.4 Self-Determination Theory (SDT)
Interactive Case: Supporting the Struggling Trainee
Structured Reflective Practice: Motivation and Self-Determination Theory
Structured Reflective Practice: Supporting Motivation through SDT
2.5 Dweck’s Growth Mindset
Interactive Case: “Framing the Feedback”
Structured Reflective Practice: Feedback and Growth Mindset
Structured Reflective Practice: Feedback and Growth Mindset
2.6 Emotional Intelligence (EI)
Interactive Case: Emotional Intelligence in Action – The Withdrawn Trainee
Structured Reflective Practice: Emotional Intelligence in Clinical Teaching
Structured Reflective Practice: Emotional Intelligence in Action
End of Module 2 Quiz — Cognitive and Psychological Mechanisms
2.8 End of Module 2 Summary
2.9 References and Further Reading

Module 3: Curriculum Design, Objectives, and Alignment

Introduction to Module 3: Curriculum Design, Objectives and Alignment
3.1 Backward Design (Wiggins & McTighe)
Interactive Example – The Safe Prescribing Session
Structured Reflective Practice: Designing with the End in Mind
Structured Reflective Practice: Designing with the End in Mind
3.2 Biggs’ Constructive Alignment
Interactive Example – Heart Failure Workshop
Structured Reflective Practice: Constructive Alignment in Action
Structured Reflective Practice: Constructive Alignment in Action
3.3 Domains of Learning (Cognitive, Psychomotor, Affective)
Interactive Example – Breaking Bad News
Structured Reflective Practice: Balancing the Domains of Learning
Structured Reflective Practice: Balancing the Domains of Learning
3.4 Bloom’s Taxonomy
Interactive Example – Elevating Cognitive Level in a Chest Pain Session
Structured Reflective Practice: Raising Cognitive Level with Bloom’s Taxonomy
Structured Reflective Practice: Raising Cognitive Level with Bloom’s Taxonomy
3.5 Gagné’s Conditions of Learning
Interactive Example – Cardiac Murmur Teaching
Structured Reflective Practice: Gagné’s Conditions of Learning
Structured Reflective Practice: Gagné’s Conditions of Learning
3.6 Structured Reflective Practice: Designing Your Teaching Session
Structured Reflective Practice: Designing Your Teaching Session
3.7 End of Module 3 Quiz — Curriculum Design, Objectives & Alignment
3.8 Module 3 Summary
3.9 Module 3 References and Additional Reading

Module 4: Workplace Assessment and Competency Frameworks

Introduction to Module 4: Workplace Assessment and Competency Frameworks
4.1 Miller’s Pyramid
Interactive Example — Central Line Competence Gap
Structured Reflective Practice: Miller’s Pyramid and Your Own Clinical Development
Structured Reflective Practice: Miller’s Pyramid in Your Own Practice
4.2 Peer Assessment
Interactive Example — Constructive Peer Feedback (Applying Constructive, Behaviour-Based Peer Feedback).
Structured Reflective Practice: Peer Feedback & Psychological Safety
Structured Reflective Practice: Peer Feedback & Psychological Safety
End-of-Module 4 Quiz — Workplace Assessment and Competency Frameworks
End of Module 4 Summary — Workplace Assessment and Competency Frameworks
Module 4 – References and Additional Reading

Module 5: Feedback and Reflection Models

Introduction to Module 5: Feedback and Reflection Models
5.1 The Sandwich Method of Feedback
Interactive Example – Case Presentation Feedback
5.2 Pendleton’s Rules
Interactive Example – Observed Consultation
5.3 ALOBA Method (Agenda-Led, Outcome-Based Analysis)
Interactive Example – Simulated Consultation
5.4 Ende’s Principles of Feedback
Interactive Example – Ward Round Feedback
5.5 Schön’s Reflective Practice (Reflection-in-Action & Reflection-on-Action)
Interactive Example – Sepsis Simulation
Structured Reflective Practice: Reflection-in-Action vs Reflection-on-Action
Structured Reflective Practice: Your Reflective Style
5.6 Gibbs’ Reflective Cycle
Interactive Example — Breaking Bad News (Gibbs in Action)
5.7 One-Minute Papers (Feedback from Learners)
Interactive Example – Teaching Debrief
5.8 End of Module 5 Quiz – Feedback and Reflection Models
End of Module 5: Summary and reflection activity
5.9 Module 5 References and Additional Reading

Module 6: Support, Professional Identity, and Leadership

Introduction to Module 6a: Support, Professional identity and Leadership
6.1 Module Overview – Professional Identity Theory
Interactive Example- When things go wrong
6.2 Transformational Leadership Theory
Interactive Example- Transformational Leadership
6.3 Needs Analysis (PUNs and DENs)
Interactive Example- Identifying Educational Needs
6.4 Supporting Learners in Difficulty (Remediation Framework)
Interactive Example- The Cause behind the symptom
6.5 End of Module 6A Summary
6.6 End of Module 6 Quiz – Support, Identity & Leadership
6.7 References

Module 7: Supervision Models, Standards, and Self-Directed Learning

Introduction to Module 7– Supervision Models, Standards, and Self-Directed Learning
7.1 Inskipp & Proctor’s Model of Supervision
Interactive Example- Components of Supervision
7.2 Academy of Medical Educators (AoME) Professional Standards
Interactive Example- AoME Standards
7.3 The GROW Model of Coaching/Supervision
Interactive Example- The GROW Model
7.4 Grow’s Staged Self-Directed Learning
Interactive Example- Staged Self Directed Learning
7.5 End of Module 6B Quiz – Supervision & Self-Directed Learning
End of Module 7 Summary
Module 7 References and Additional Reading

Module 8: Course Feedback, Concluding Remarks and Certificates

Student Ratings & Reviews

5.0

Total 1 Rating

1 Rating

0 Rating

Shakib

3 weeks ago

It was a really nice course

Root Cause Analysis – COMING SOON

What Will You Learn?

Course Content

Course Overview

Learning Outcomes

How the Course Works

What’s Included

Downloadable Resources – What you will need to complete the course:

Tips for Getting the Most Out of This Course

Course Certification

The Clinician’s Campus – Our mission

A Note from the Co-Founders

Module 1: Foundational Learning Theories

Introduction to Module 1: The Foundations of Learning

Structured Reflective Practice – A Memorable Teaching Experience

Structured Reflective Practice: A Memorable Teaching Experience

1.1 Constructivism

Interactive Case: Challenging Assumptions in Clinical Reasoning

Structured Reflective Practice: Constructivism and Conceptual Change

Structured Reflective Practice: Constructivism and Conceptual Change

1.2 Piaget’s Cognitive Constructivism

Interactive Case – The Silent Myocardial Infarction

Structured Reflective Practice: Assimilation and Accommodation in Clinical Reasoning

Structured Reflective Practice: Assimilation and Accommodation

1.3 Vygotsky’s Zone of Proximal Development (ZPD)

Interactive Case – The First Lumbar Puncture

Structured Reflective Practice: Scaffolding and the Zone of Proximal Development

Structured Reflective Practice: Scaffolding and the Zone of Proximal Development

1.4 Knowles’ Adult Learning Principles (Andragogy)

Interactive Case: Delivering a Session on Resuscitation Guidelines Updates

Structured Reflective Practice: Motivation and Adult Learning

Structured Reflective Practice: Motivation and Adult Learning

1.5 Kolb’s Experiential Learning Cycle

Interactive Case – The Difficult Consult

Structured Reflective Practice: Kolb’s Experiential Learning Cycle

Structured Reflective Practice: Experiential Learning and Reflection

1.6 Bandura’s Social Learning Theory

Interactive Case – Breaking Bad News and Modelling Compassionate Communication

Structured Reflective Practice: Role Modelling and Self-Efficacy

Structured Reflective Practice: Role Modelling and Social Learning

End of Module Quiz

1.7 End of Module 1 – Summary & Completion

1.8 References and Additional reading

Module 2: Understanding How We Learn — The Psychology of Memory and Motivation

Introduction to Module 2

2.1 Theory of Learning and Memory (Sensory, Working, Long-Term)

Interactive Case: Managing Cognitive Load — The 40-Minute Lecture

Structured Reflective Practice: Cognitive Load and Memory

Structured Reflective Practice: Cognitive Load and Memory

2.2 Cognitive Load Theory (CLT)

Interactive Case: The Laparoscopic Learning Curve

Structured Reflective Practice: Managing Cognitive Load in Teaching

Structured Reflective Practice: Managing Cognitive Load in Teaching

2.3 Maslow’s Hierarchy of Needs

Interactive Case: The Morning Teaching Session

Structured Reflective Practice: Psychological Safety and Learning Readiness

Structured Reflective Practice: Psychological Safety and Learning Readiness

2.4 Self-Determination Theory (SDT)

Interactive Case: Supporting the Struggling Trainee

Structured Reflective Practice: Motivation and Self-Determination Theory

Structured Reflective Practice: Supporting Motivation through SDT

2.5 Dweck’s Growth Mindset

Interactive Case: “Framing the Feedback”

Structured Reflective Practice: Feedback and Growth Mindset

Structured Reflective Practice: Feedback and Growth Mindset

2.6 Emotional Intelligence (EI)

Interactive Case: Emotional Intelligence in Action – The Withdrawn Trainee

Structured Reflective Practice: Emotional Intelligence in Clinical Teaching

Structured Reflective Practice: Emotional Intelligence in Action

End of Module 2 Quiz — Cognitive and Psychological Mechanisms

2.8 End of Module 2 Summary

2.9 References and Further Reading

Module 3: Curriculum Design, Objectives, and Alignment

Introduction to Module 3: Curriculum Design, Objectives and Alignment

3.1 Backward Design (Wiggins & McTighe)

Interactive Example – The Safe Prescribing Session

Structured Reflective Practice: Designing with the End in Mind

Structured Reflective Practice: Designing with the End in Mind

3.2 Biggs’ Constructive Alignment

Interactive Example – Heart Failure Workshop