2. Encouraging students to be the best possible future educators: introducing the DATE programme Dr Jon Fuller Dr Viv Cook Centre for Medical Education Centre for Medical Education Centre for Medical Education Institute of Health Sciences Education

3. Barts and The London, Queen Mary

4. Doctors as Teachers and Educators (DATE) Two days Principles and practice of teaching and learning Responds to – Need to professionalise teaching in medicine – GMC – Foundation programme

5. Doctors as Teachers and Educators (DATE) Two days Principles and practice of teaching and learning Responds to – Need to professionalise teaching in medicine – GMC – Foundation programme

6. Doctors as Teachers and Educators (DATE) Two days Principles and practice of teaching and learning Responds to – Need to professionalise teaching in medicine – GMC – Foundation programme

7. Overview of DATE Learning Theory Lesson planning Evaluation Skills teaching Bedside teaching Professionalism FY portfolio MicroteachingPresentation skills

9. Behaviourism Teacher centred Cognitivism Learner centred Constructivism Learner centred Social Learning Team and Community Education Theory

10. Teaching Tasks Design a lesson plan for five Year 3 students on the ward Teach GALS (GAIT ARMS LEGS SPINE) to a fellow student Evaluate the day by Nominal Group Technique

12. Aims Practice voice and communication techniques Develop confidence in interactions with colleagues Address personal issues about presentation and communication skills Adapt tone of voice and styles to types of communication Awareness of posture and body language

14. Singing in Spanish Languages Origami Making tea Ballet Golf Cooking Break dancing Putting on make up Milking a cow Juggling Cha Cha Cha Paper flowers Riding Organising a dinner party Offside rule, football Making cocktails

15. Programme of Evaluation Phase 1: Pilot Students perceptions (Kirkpatrick level 1) – Questionnaire May/June 07 Phase 2: Course evaluation after changes (Kirkpatrick level 1) – Questionnaire Sept/Oct 07 – Nominal Group Technique 08/09 Phase 3: Impact of course on graduate behaviour (Kirkpatrick level 3) – Questionnaire (09/10) – Interviews (09/10) – Focus groups (09/10)

16. Results Number of Questionnaires returned Phase 1 (May June 07)223/288 (77%) More confident202/207 (97%) Phase 2 (Sept/Oct 07)64/80 (71%) More confident57/57 (100%)

17. Qualitative Data: Themes Revealing – Theory and philosophy – Future professional responsibilities Craft of teaching Vicarious, collaborative, learning Feedback Safe environment

18. Revealing theory and philosophy Future professional responsibilities “…enlightened about teaching, I did not realise there was theory, papers etc.” (May 07) “Makes you think of your role as a teacher at FY1, which I had not appreciated so much. Now I feel I would look forward to (at least attempting) to teach students rather than being petrified, or neglecting it as a duty/responsibility” (May 07)

19. Craft of teaching “Planning our lesson plan, it was the first time I had done this, even though my whole family are teachers” (May 07) “dialogue better than monologue” (Sept 07) “Engage your audience. Use props, visual aids. ” (May 07)

20. Vicarious, collaborative, learning “Seeing different delivery styles of sessions and picking out the good bits.” (Sept 07) “Small groups for microteaching sessions helped us learn from one another.” (May 07) “Presentation - really fun to do and to listen to others presentations.” (May 07)

21. Feedback “proper deconstructed feedback” (May 07) “it gives a very precise evaluation of how you are as a teacher” (May 07) “having an educational supervisor in the microteach to highlight theoretical aspects of teaching & question ways of teaching material.” (May 07)

22. Safe Environment “practical experience in a safe environment” (May 07) “Microteaching - excellent opportunity to try out our skills with a 'safe' and very supportive audience. ” (May 07)

23. Improvements Balance of theory and practice Timing in year Length of sessions (more time to practice microteaching) shorter sessions, longer sessions Content, more clinical stuff

24. Changes Condensed and streamlined theory teaching Redesigned plenary 2 to be more active Included ‘teaching on the run’ Performing medicine given more emphasis (and compulsory)

25. The DATE programme Response to intellectual, GMC and Foundation year needs All students 2 days, theory and practice Improves confidence in students Further research next year