1. The Role of the Geriatrics SpR in Teaching Undergraduates Adam Gordon SpR in Health Care of Older People, Nottingham University Hospitals SpR Representative, BGS Education and Training Committee

2. Why SpRs should teach. Training SpRs to teach. Beyond teaching – SpRs as educationists. Engaging with the undergraduate curriculum.

3. Why SpRs should teach..... 39% of consultants and 7% of registrars chose geriatric medicine while a middle grade in another specialty. “Inspirational seniors” an important reason for choosing specialty (26.2%) Residents identify senior residents as important teachers and role models. Briggs, S., R. Atkins, et al. (2006). "Why do doctors choose a career in geriatric medicine?" Clinical Medicine, Journal of the Royal College of Physicians 6: 469-472. Mann, K. V., E. Sutton, et al. (2007). “Twelve tips for preparing residents as teachers” Medical Teacher. 29: 301 - 306.

4. “Core Competencies” – JCRPTB Generic Curriculum for SpRs

6. Theories of learning Using Learning Objectives Using questioning techniques Structuring learning episodes Teaching methods Evaluating teaching Assessing learning Microteaching with group & individual feedback

7. Bloom’s Revised Taxonomy

8. Masters in Medical Education 1 year full-time/2 year part-time Correspondence/e-learning available In-depth evaluation/analysis of education theory/practice Dissertation – novel research/academic thought.

9. MMedSci Clin Ed CORE MODULES Theory of Teaching and Learning Effective Learning and Assessment OPTIONAL MODULES Action Inquiry Informatics in Medical Education Continuing Professional Development Simulation in Medical Education Problem based learning

10. Bloom’s Revised Taxonomy

11. “Teaching and learning methods for junior staff, medical students and the paramedical professions relevant to geriatric medicine” JCRPTB Geriatric Medicine Curriculum for SpRs

13. The National Survey of Undergraduate Education in Ageing and Geriatric Medicine

14. Geriatric teaching is in decline. Fewer academic units. Fewer attachments in geriatrics. Doesn’t allow for integrated curricula. Focus on who is teaching instead of what is taught. Bartram L, Crome P, McGrath A, Corrado OJ, Allen SC, Crome I. Survey of training in geriatric medicine in UK undergraduate medical schools. Age Ageing 2006;35(5):533-535.

15. First Step Establish what we should be teaching –Literature review –Review of existing English language curricula –Consultation with stakeholders BGS ETC, BCA, BSRA, BSG –Mapping existing curriculum to Tomorrow’s Doctors TeGeMe; wider relevance

17. Second Step: The Survey 31 medical schools contacted –22 agreed –2 refused –Awaiting response from 6 –Cambridge –Edinburgh –King’s –Manchester –Peninsula –St George’s

18. The Survey Internet-based questionnaire. –Domains from BGS curriculum mapped to Tomorrow’s Doctors. –Opportunity to share innovative practice. 20 mins to complete. Individualised feedback to medical schools.

21. Summary SpRs have much to offer undergraduate teaching programmes. Specific training is necessary to maximise value of contribution. Pedagogical research represents a valid research route for SpRs SpRs working pedagogical research are an asset.