Teaching
Portfolio Questions
What makes a good teacher?
The following points provide a strong foundation for discussing the qualities and skills that make a good teacher. In your interview, expand on each point by providing specific examples from your own experiences as a teacher or situations where you observed these qualities in action. Emphasise how you embody these skills and their relevance to the teaching of surgical specialities.
Setting Learning Objectives
A good teacher understands the importance of setting clear and achievable learning objectives for their students. This involves identifying the desired outcomes of a lesson or course and structuring the content and activities accordingly.
Pitching content at appropriate level
A good teacher possesses the ability to gauge the prior knowledge and understanding of their students and adjust their teaching to match their level.
Incorporating different learning styles
Effective teachers recognise that students have diverse learning styles and preferences. They strive to incorporate a variety of instructional methods and resources to cater to these differences.
They may use visual aids, hands-on activities, group discussions, or technology-based tools to engage students and create a dynamic learning environment that accommodates various learning styles.
Enthusiasm for teaching
A good teacher possesses genuine enthusiasm for their subject matter and teaching itself. Their passion and energy are contagious, motivating and inspiring students to actively participate and learn.
Reflecting on feedback
A good teacher values feedback from students, colleagues, and self-assessment. They actively seek input and reflect on their teaching practices to improve their effectiveness.
Utilisation of the STAR framework can be used with an example of a teaching session you have given; this is particularly useful to practice for questions that are phrased "Give an example of a teaching sessions you have given". When faced with this use your example to highlight the above points emphasising what makes you a good teacher.
What are the different types of teaching?
1-1 teaching
Pros
Catered to individual student
Maximum interaction
Cons
Relies on teacher-student rapport
Can be intimidating
Time consuming (need a large number of teachers)
No learning from peers
Small group sessions
Pros
Encourages communication + team building
Students learn from each other
Interactive
Cons
Louder group members can take over discussion
Dependent on participation
Didactic Learning (lectures)
Pros
Reaches larger audience
Less intimidating than 1-1 teaching
Cons
Less interactive
Not catered to individuals learning
Relies heavily on skill of presenter
E-Learning
Pros
Can reach large numbers
Can learn in own time
Promotes self-directed learning
Allows distance learning (COVID)
Cons
Difficult to assess participation and engagement
Asking questions is difficult
Who is in charge of your training?
Responsibility for training can be though of at a national, regional and at a local level
National Level
Royal College of Surgeons (RCS)
Joint Committee on Surgical Training (JCST)
Special advisory committee to royal college of surgeons
Split into Specialty Advisory Committees (SACs) and Training Interface Groups (TIGS)
Regional Level
Training Programme Director (TPD)
Local Level
Clinical supervisor
Educational supervisor
Clinical and educational supervisors responsible at local level to ensure you achieve required WBAs and operative experience as outlined by the ISCP
Are WBAs useful?
This can be a difficult question to answer as most trainees see them as a hoop jumping exercise. It's important to give a balanced answer discussing both the advantages and disadvantages (see below) of WBAs. However, ensure that you conclude by saying how valuable you find them, utilising them as a learning exercise and will engage fully with them once on the training program.
Positives
Offer reflection on learning based experiences
Can assess competencies
Ensure important aspect of the curriculum cover
Allow you to assess progress through training and monitor progress
Negatives
Time consuming
Tick box exercise
"I now like to utilise WBAs is to use them as learning opportunities. CBDs I select for topics I know little about, do further reading and use them as a revision source. For PBAs, I will use them as revision to think about steps in procedure and technical tips for improvement."
Tell us about your experience in teaching and education?
Remember to tailor your examples to align with the specific requirements and expectations of the CST position you're applying for, rather than just listing off every teaching session you have done. Emphasise how your teaching experiences have equipped you with the necessary skills to effectively educate and mentor others in the field of surgery. Some examples you could use:
Teaching experience
Discuss any formal teaching roles you have had, such as serving as a teaching sessions, lecturing, or clinical anatomy demonstration.
Educational Courses
Highlight any involvement in educational initiatives, such as developing educational materials, designing courses, or participating in curriculum development.
Mentorship and supervision
Discuss your experience in mentoring and supervising junior colleagues, such as medical students, interns, or junior residents.
Continuing medical education
Highlight your commitment to lifelong learning and participation in continuing medical education activities, such as attending conferences, workshops, or presenting research.
Feedback and evaluation
Discuss how you have utilised feedback and evaluation to improve your teaching skills and enhance the learning experience for students or colleagues
Example Answer
"During my foundation training, I organised a teaching program for medical students during their surgical rotations. I provided bedside teaching, conducted case discussions, and guided them in performing clinical examinations. I also facilitated small group sessions where we discussed clinical presentation, investigations and treatment planning.
I received regular feedback to use as a tool for growth and improvement. I have actively sought feedback from students and colleagues, both informally and through formal evaluations throughout my training. I consistently reflect on this feedback and make adjustments to my teaching methods. For instance, based on student feedback, I implemented interactive case-based discussions in my lectures to foster more engagement and application of knowledge."
Give an example of a teaching session you have delivered?
Remember to provide specific details and examples that showcase your teaching skills, knowledge of surgery, and ability to engage learners effectively. Adapt your response to fit your own teaching experiences, highlighting the most relevant aspects of the session you delivered. Break the teaching session down into the four stages below to structure your answer.
Topic and objectives
State the topic of the teaching session and the specific objectives you aimed to achieve.
Teaching method and content delivery
Describe the teaching method you employed, such as case-based learning or interactive discussions.
Explain how you delivered the content, highlighting the key points and relevant research or advancements in the field.
Use of visual aids or practical exercises
Mention any visual aids, such as X-rays or videos, that you utilized to enhance understanding.
Discuss any practical exercises or activities you incorporated to encourage participants to apply their knowledge.
Assessment, feedback, and outcomes
Explain how you assessed participants' comprehension and provided feedback.
Highlight any positive outcomes or feedback received, and mention any adjustments or improvements you made based on the session.
Example Answer
"During my foundation year orthopaedic rotation, I conducted a teaching session on managing common fractures in the emergency department. Using a case-based approach, I presented a scenario of a patient with a distal radius fracture. Through interactive discussions and visual aids, I explained fracture classification, reduction techniques, immobilization methods, and post-reduction care. I facilitated a group exercise where students developed treatment plans for different fracture cases. The session received positive feedback, with students finding it informative and engaging. This experience reinforced my commitment to providing practical and engaging education in orthopaedics."
Give us an example of how feedback has altered your teaching style?
Provide a specific example and be honest about the feedback you received and how it influenced your teaching style. Showcase your ability to reflect, adapt, and continuously improve as an educator in response to feedback received.
Receptiveness to feedback
Highlight your openness and willingness to receive feedback from students, colleagues, or evaluations.
Emphasize the importance of feedback in improving your teaching effectiveness and student learning outcomes.
Specific feedback received
Mention a specific instance where you received feedback regarding your teaching style or approach.
Explain the nature of the feedback, whether it was related to clarity of explanations, engagement, or any other aspect of teaching.
Reflecting on feedback
Describe how you reflected upon the feedback received and took time to critically analyze its validity and relevance.
Explain your thought process in considering how the feedback could contribute to enhancing your teaching style and student experience.
Adjustments to teaching style
Discuss the adjustments or changes you made to your teaching style based on the feedback received.
Highlight how you incorporated the feedback to improve specific areas, such as using more visual aids, providing clearer explanations, or adopting interactive teaching methods.
Example Answer
"During a recent general surgery examination techniques session, student feedback revealed challenges in following the sequence of manoeuvres. In response, I restructured the session, breaking down each system examination into smaller steps. Visual aids, such as diagrams and videos, were incorporated to clarify techniques, and mnemonic devices were introduced to aid memory retention. Small-group sessions allowed for hands-on practice and immediate feedback.
Positive student feedback indicated improved comprehension, accuracy, and confidence in performing examinations. This experience highlighted the importance of adapting teaching style based on feedback, leading to clearer instruction, enhanced engagement, and ultimately, improved student learning outcomes."
What are the advantages / disadvantages to trainees of the increasing role of ANPs and physicians’ assistants within surgery?
Advantages
Free up Trainees
Advanced nurse practitioners and physician assistants, with their specialised training and experience, can perform routine procedures, allowing surgical trainees to focus on gradually acquiring proficiency in more intricate surgical techniques needed to achieve CCT.
Learning for junior trainees
Advanced nurse practitioners and physician assistants often possess specialised skills and knowledge in specific areas of surgery. By involving them in surgical care, patients can benefit from their expertise, especially in procedures where they have received specialised training and have a significant level of competence.
Work-Life Balance for Surgeons
Limiting surgical trainees' workload on wards can help reduce the workload and stress on surgeons. By delegating certain tasks to advanced nurse practitioners and physician assistants, surgeons can have more time and energy to focus on complex surgical procedures and critical decision-making.
Disadvantages
May limit operative opportunities
Hands-on experience is crucial for surgical trainees to develop the necessary skills and expertise in performing complex procedures. The absence of adequate exposure may impact the quality and competency of trainees if surgical ANPs / physicians assistants also being trained
Surgeon Shortage
Depending heavily on advanced nurse practitioners and physician assistants may not fully address the growing demand for surgical services. While they can provide valuable support, they may not completely replace the need for a sufficient number of trained surgeons.
Regulatory and Legal Considerations
Expanding the role of advanced nurse practitioners and physician assistants within surgery requires careful consideration of regulatory frameworks and legal implications. Scope of practice, licensing, and liability issues must be appropriately defined and addressed to ensure patient safety and legal compliance.