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Training the Trainers: Developing Teaching Skills – The Royal College Of Surgeons Of England

June 20, 2016 - June 21, 2016


This course aims to meet the changing needs of surgical educators and to incorporate the latest developments in education. It comprises of three components; two of which are delivered via e-learning approximately one month either side of the two face-to-face days. These additional components will help you gain the maximum benefit from the contact days, deepening your understanding of how adults learn and enabling you to plan, develop, deliver and evaluate training more effectively. Full details of the relevant dates will form part of the formal joining instructions which will be sent closer to the start date.


Component 1: E-learning
(Estimated amount time needed: 5-10 hours)

  • Introduce key educational theory concepts and how these apply to clinical education
  • Test learners understanding of these concepts
  • Support learners preparation for Component 2 (contact days)

Component 2: Contact days

  • Provide surgical trainers with an improved understanding of educational theory underpinning adult learning and how these apply to surgical education
  • Increase a surgical trainer’s understanding and skills in relation to formal teaching, facilitation approaches and teaching methodology

Component 3: E-learning
(Estimated amount of time needed: 4-6 hours)

  • Review their teaching practise and the feedback that they were given.
  • Plan and implement change in their teaching
  • Reflect on the changes in their practise and how this impacts on the teaching and learning

Learning outcomes

By the end of the course, learners will be able to:

  • Identify the stages of learning
  • Recognise facilitators and barriers to learning
  • Recognise the different domains of learning and apply these to surgical training
  • Discuss the impact of learning style on teaching and learning
  • Describe a range of teaching methods; effectively use and understand the advantages and disadvantages of various teaching methods
  • Describe and use a four-step approach to teaching a practical skill
  • Describe a model of the learning process (Kolb’s learning cycle)
  • Explain the benefits of reflection and identify opportunities to use reflection as a learning tool
  • Use a model of reflection to improve their teaching practice
  • List key elements of session planning, describe their relevance and plan a session using a suggested template
  • Differentiate between different types of assessment
  • Describe and use a model of effective feedback
  • Describe a model for evaluating teaching and learning and give examples of evaluation tools and methods
  • Discuss reasons for, and ways of dealing with, several commonly occurring challenges that they might encounter in their work as a trainer


The Royal College Of Surgeons Of England
+44 020 7869 6300


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The Royal College Of Surgeons Of England
Royal College of Surgeons of 35-43 Lincoln's Inn Fields, Lincoln's Inn Fields
London, England WC2A 3PE United Kingdom
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+44 20 7405 3474

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