What Will You Learn?
- 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. This short introduction (10–15 minutes) will orient you to the course structure, explain how the E-Learning and Live Workshop components fit together, and introduce the programme’s mission, learning outcomes, and standards before you begin Module 1.
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Course Overview
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Learning Outcomes
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How the Course Works
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What’s Included
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Downloadable Resources – What you will need to complete the course:
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Tips for Getting the Most Out of This Course
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Course Certification
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The Clinician’s Campus – Our mission
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A Note from the Co-Founders
Module 1: Foundational Learning Theories
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Introduction to Module 1: The Foundations of Learning
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Structured Reflective Practice – A Memorable Teaching Experience
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Structured Reflective Practice: A Memorable Teaching Experience
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1.1 Constructivism
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Interactive Case: Challenging Assumptions in Clinical Reasoning
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Structured Reflective Practice: Constructivism and Conceptual Change
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Structured Reflective Practice: Constructivism and Conceptual Change
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1.2 Piaget’s Cognitive Constructivism
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Interactive Case – The Silent Myocardial Infarction
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Structured Reflective Practice: Assimilation and Accommodation in Clinical Reasoning
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Structured Reflective Practice: Assimilation and Accommodation
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1.3 Vygotsky’s Zone of Proximal Development (ZPD)
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Interactive Case – The First Lumbar Puncture
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Structured Reflective Practice: Scaffolding and the Zone of Proximal Development
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Structured Reflective Practice: Scaffolding and the Zone of Proximal Development
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1.4 Knowles’ Adult Learning Principles (Andragogy)
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Interactive Case: Delivering a Session on Resuscitation Guidelines Updates
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Structured Reflective Practice: Motivation and Adult Learning
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Structured Reflective Practice: Motivation and Adult Learning
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1.5 Kolb’s Experiential Learning Cycle
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Interactive Case – The Difficult Consult
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Structured Reflective Practice: Kolb’s Experiential Learning Cycle
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Structured Reflective Practice: Experiential Learning and Reflection
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1.6 Bandura’s Social Learning Theory
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Interactive Case – Breaking Bad News and Modelling Compassionate Communication
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Structured Reflective Practice: Role Modelling and Self-Efficacy
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Structured Reflective Practice: Role Modelling and Social Learning
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End of Module Quiz
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1.7 End of Module 1 – Summary & Completion
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1.8 References and Additional reading
Module 2: Understanding How We Learn — The Psychology of Memory and Motivation
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Introduction to Module 2
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2.1 Theory of Learning and Memory (Sensory, Working, Long-Term)
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Interactive Case: Managing Cognitive Load — The 40-Minute Lecture
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Structured Reflective Practice: Cognitive Load and Memory
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Structured Reflective Practice: Cognitive Load and Memory
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2.2 Cognitive Load Theory (CLT)
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Interactive Case: The Laparoscopic Learning Curve
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Structured Reflective Practice: Managing Cognitive Load in Teaching
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Structured Reflective Practice: Managing Cognitive Load in Teaching
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2.3 Maslow’s Hierarchy of Needs
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Interactive Case: The Morning Teaching Session
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Structured Reflective Practice: Psychological Safety and Learning Readiness
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Structured Reflective Practice: Psychological Safety and Learning Readiness
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2.4 Self-Determination Theory (SDT)
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Interactive Case: Supporting the Struggling Trainee
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Structured Reflective Practice: Motivation and Self-Determination Theory
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Structured Reflective Practice: Supporting Motivation through SDT
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2.5 Dweck’s Growth Mindset
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Interactive Case: “Framing the Feedback”
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Structured Reflective Practice: Feedback and Growth Mindset
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Structured Reflective Practice: Feedback and Growth Mindset
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2.6 Emotional Intelligence (EI)
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Interactive Case: Emotional Intelligence in Action – The Withdrawn Trainee
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Structured Reflective Practice: Emotional Intelligence in Clinical Teaching
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Structured Reflective Practice: Emotional Intelligence in Action
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End of Module 2 Quiz — Cognitive and Psychological Mechanisms
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2.8 End of Module 2 Summary
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2.9 References and Further Reading
Module 3: Curriculum Design, Objectives, and Alignment
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Introduction to Module 3: Curriculum Design, Objectives and Alignment
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3.1 Backward Design (Wiggins & McTighe)
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Interactive Example – The Safe Prescribing Session
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Structured Reflective Practice: Designing with the End in Mind
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Structured Reflective Practice: Designing with the End in Mind
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3.2 Biggs’ Constructive Alignment
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Interactive Example – Heart Failure Workshop
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Structured Reflective Practice: Constructive Alignment in Action
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Structured Reflective Practice: Constructive Alignment in Action
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3.3 Domains of Learning (Cognitive, Psychomotor, Affective)
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Interactive Example – Breaking Bad News
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Structured Reflective Practice: Balancing the Domains of Learning
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Structured Reflective Practice: Balancing the Domains of Learning
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3.4 Bloom’s Taxonomy
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Interactive Example – Elevating Cognitive Level in a Chest Pain Session
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Structured Reflective Practice: Raising Cognitive Level with Bloom’s Taxonomy
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Structured Reflective Practice: Raising Cognitive Level with Bloom’s Taxonomy
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3.5 Gagné’s Conditions of Learning
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Interactive Example – Cardiac Murmur Teaching
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Structured Reflective Practice: Gagné’s Conditions of Learning
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Structured Reflective Practice: Gagné’s Conditions of Learning
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3.6 Structured Reflective Practice: Designing Your Teaching Session
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Structured Reflective Practice: Designing Your Teaching Session
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3.7 End of Module 3 Quiz — Curriculum Design, Objectives & Alignment
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3.8 Module 3 Summary
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3.9 Module 3 References and Additional Reading
Module 4: Workplace Assessment and Competency Frameworks
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Introduction to Module 4: Workplace Assessment and Competency Frameworks
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4.1 Miller’s Pyramid
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Interactive Example — Central Line Competence Gap
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Structured Reflective Practice: Miller’s Pyramid and Your Own Clinical Development
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Structured Reflective Practice: Miller’s Pyramid in Your Own Practice
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4.2 Peer Assessment
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Interactive Example — Constructive Peer Feedback (Applying Constructive, Behaviour-Based Peer Feedback).
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Structured Reflective Practice: Peer Feedback & Psychological Safety
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Structured Reflective Practice: Peer Feedback & Psychological Safety
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End-of-Module 4 Quiz — Workplace Assessment and Competency Frameworks
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End of Module 4 Summary — Workplace Assessment and Competency Frameworks
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Module 4 – References and Additional Reading
Module 5: Feedback and Reflection Models
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Introduction to Module 5: Feedback and Reflection Models
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5.1 The Sandwich Method of Feedback
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Interactive Example – Case Presentation Feedback
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5.2 Pendleton’s Rules
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Interactive Example – Observed Consultation
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5.3 ALOBA Method (Agenda-Led, Outcome-Based Analysis)
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Interactive Example – Simulated Consultation
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5.4 Ende’s Principles of Feedback
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Interactive Example – Ward Round Feedback
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5.5 Schön’s Reflective Practice (Reflection-in-Action & Reflection-on-Action)
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Interactive Example – Sepsis Simulation
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Structured Reflective Practice: Reflection-in-Action vs Reflection-on-Action
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Structured Reflective Practice: Your Reflective Style
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5.6 Gibbs’ Reflective Cycle
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Interactive Example — Breaking Bad News (Gibbs in Action)
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5.7 One-Minute Papers (Feedback from Learners)
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Interactive Example – Teaching Debrief
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5.8 End of Module 5 Quiz – Feedback and Reflection Models
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End of Module 5: Summary and reflection activity
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5.9 Module 5 References and Additional Reading
Module 6: Support, Professional Identity, and Leadership
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Introduction to Module 6a: Support, Professional identity and Leadership
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6.1 Module Overview – Professional Identity Theory
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Interactive Example- When things go wrong
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6.2 Transformational Leadership Theory
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Interactive Example- Transformational Leadership
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6.3 Needs Analysis (PUNs and DENs)
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Interactive Example- Identifying Educational Needs
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6.4 Supporting Learners in Difficulty (Remediation Framework)
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Interactive Example- The Cause behind the symptom
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6.5 End of Module 6A Summary
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6.6 End of Module 6 Quiz – Support, Identity & Leadership
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6.7 References
Module 7: Supervision Models, Standards, and Self-Directed Learning
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Introduction to Module 7– Supervision Models, Standards, and Self-Directed Learning
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7.1 Inskipp & Proctor’s Model of Supervision
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Interactive Example- Components of Supervision
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7.2 Academy of Medical Educators (AoME) Professional Standards
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Interactive Example- AoME Standards
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7.3 The GROW Model of Coaching/Supervision
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Interactive Example- The GROW Model
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7.4 Grow’s Staged Self-Directed Learning
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Interactive Example- Staged Self Directed Learning
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7.5 End of Module 7 Quiz – Supervision & Self-Directed Learning
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End of Module 7 Summary
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Module 7 References and Additional Reading
Module 8: Preparing for the Live Course
You have now completed the theoretical foundations of the Clinicians Who Teach programme. The next stage is the live interactive workshop, where these concepts will be applied through teaching practice, discussion, and guided feedback. This module invites you to reflect on your learning and provide feedback before attending the live course.
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Welcome to Module 8: Preparing for the Live Workshop
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8.1 Personal Reflection & Takeaways (Pre-Workshop)
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8.2 E-Learning Feedback Questionnaire
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8.3 Thank you for your feedback
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8.4 Next Steps: Preparing for the Live Workshop
Module 9: Live workshop Completion & Certification
You should have received an email confirming your booking for the Clinicians Who Teach Live Course. After attending the live workshop, return to this module to confirm your attendance using the code provided by the facilitator, complete your post-workshop reflection, and submit feedback to unlock programme completion and certification.
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Welcome to Module 9: Live Workshop Completion
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9.1 Live Workshop Attendance Verification
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9.2 Live Workshop Feedback — Quiz (separate from e-learning feedback)
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9.3 Programme Completion & Certificate
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