It has been awhile since I returned from the UK and I have been meaning to write about the experience and what I learnt for awhile now. But every time I started to settle down to writing, something cropped up that I had to deal with.
There was only one other librarian there. Most were university lecturers, clinical educators, and hospital consultants or researchers who had teaching as part of their work duties. They came from all over the world, and I wasn’t the only Australian there. There was someone from Monash Health and someone from the University of Melbourne. In the group I was in (small group teaching is a common method used in medical education), there was a university lecturer of undergraduates from South Korea, a university research fellow from Norway, a clinical educator from Plymouth Primary Care, 2 from the Nuffield Primary Health Care (which CEBM is a part of), and 2 from NIHR Applied Health Research and Care. The picture below is all of us after the course end. My last post expressed a bit of my nervousness about the timetable. It looked very intensive! And it was intensive, but very stimulating and inspiring. There was some prep to do before the course and one of them was to prepare a teaching session that you would deliver normally. On the first day during small group work in the afternoon, people delivered their presentations. I did mine without powerpoint (the only person to do so!) and it was mostly off the top of my head after reviewing my notes (I had run out of time to prepare and send one – bad me!). The comments from the facilitators were that it needed a bit more structure and could I do it again? Sure. I had just brought an iPad that didn’t have Microsoft Office applications. So before going out to dinner at Jamie Olivers the following evening, I downloaded ppt and then after dinner, worked on my presentation and emailed it to the facilitator at 10.30pm and presented again the next day. The mini presentations were commented on by the facilitators and the group and it was a great learning experience. The final group work on the last day was to prepare and deliver a stats presentation, teaming up with another to do it. Now this was challenging! I teamed up with a clinician and said ‘let’s do likelihood ratios’. There was a statistician in the room who helped people with various problems. The clinician and I used the formula in the workbook provided but we couldn’t figure it out. And we asked for advice … and it turned out the formula in the workbook was incorrect! What happened next was a mini class for the group about how to calculate likelihood ratios.
The plenary sessions were delivered by a mix of professionals – clinical educators giving their tips and tricks for specific areas (eg RCTs), curriculum designers and assessors, a highschool science teacher about lesson planning, and a medical librarian. I thought I wouldn’t learn anything from the searching session but I was wrong! Her tips were: make sure access to electronic sources is available beforehand, what to do if there isn’t access available and make searching sessions relevant by using clinically relevant examples (if you have a defined group) and health news reported in the media (if you don’t). I liked the random allocation of the resource to use. Many tips were repeated: safe learning place (what does that actually mean?), use humour, use stories (many presenters used personal stories to illustrate a clinical example, use a mix of media – voice, ppt, videos, images. During each plenary, everyone – including the presenters and facilitators attended – and in some sessions, there was lively debate amongst them. Rod Jackson’s session about the GATE Frame was interesting but what he brought to the session was infectious enthusiasm which really made an impact. The highschool teacher talked about session planning which was really good and something I really wanted to know about. She gave out a handout called Bloom’s Taxonomy – Teacher Planning Kit which is a great tool for working out what sort of questions and words to use in education sessions. And I was really impressed when she told me at one lunch break that she runs a journal club for her final year students – cool!! Both the diagnostics and the RCT session underlined keeping things simple and not throwing too many concepts at people and the teaching stats plenary included a fun activity (head measurement) to demonstrate a inter-rater reliability concept. And I was chuffed when the SR presenter used a concept from my presentation in his!
On the final day we had presentations from all the groups, and a wrap-up from the Chair and Director of CEBM, Carl Heneghan (with some genial threats that he was going to follow up on what we have done in 3mths time … ).
All ppts are available on the TEBM15 website and accounts of this year’s course are mentioned on the CEBM blog.