Twelve tips for running teaching programmes for newly qualified doctors

A teaching programme for newly qualified doctors is necessary for their continuing professional development and education. However, guidelines for the logistics and content of such teaching programmes are limited. These 12 tips provide advice and guidance for the creation and development of a successful programme. This article is intended for readers who are involved in teaching; programme directors, administrators, tutors and trainee doctors themselves. The principles included will also be useful for those involved in developing other types of teaching programmes. Engagement of trainees, the education department and other staff in the hospital is crucial for the success of teaching programmes. A culture of attendance and feedback may take time and effort to establish but is absolutely essential for long-term programme viability. Innovative approaches to teaching, a range of teaching staff and coverage of varied clinical and non-clinical topics, all contribute to a strong programme.     

Hospital doctors and health promotion: support for teaching behaviour change

This article describes the development in the West Midlands Region of an educational pack for junior hospital doctors on the principles and practice of health promotion. It has been designed to encourage young doctors to apply research-based strategies for behaviour change within their own work and to provide informed support to the work of other professionals who have more time to spend with patients. The process of development was informed by a research study of cardiologists' understanding of health promotion and by pilot work with a variety of hospital specialties. The educational pack focuses on those aspects of health promotion work of most relevance to junior doctors.It uses the'Cycle of Change'model developed by Prochaska & DiClemente, to help patients (and doctors) change their behaviour. It can be used either independently, or as material to support interactive teaching and learning sessions. It is thus designed to integrate with the new learner-centred, interactive learning movement in medical education.     

Twelve tips for developing a clinical teaching programme in a day surgery unit

Healthcare policy in the UK is moving towards an expansion in day care services. As it becomes increasingly difficult to deliver clinical teaching to undergraduates in traditional inpatient venues, opportunities must be sought in ambulatory care. The proposed increased activity of day surgery units provides one such resource for the development of a structured clinical teaching programme. This paper highlights 12 tips for the preparation, delivery and evaluation of a clinical teaching programme in the day surgery unit. It describes the implications for staff and resources and indicates the educational opportunities that can be provided.     

Development and validation of an instrument to measure the postgraduate clinical learning and teaching educational environment for hospital-based junior doctors in the UK

This paper describes the development and validation of a 40-item inventory, the Postgraduate Hospital Educational Environment Measure (PHEEM), by researchers in Scotland and the West Midlands using a combination of grounded theory and Delphi process. The instrument has since returned an alpha reliability >0.91 in two administrations in England and may be a useful instrument in the quality assurance process for postgraduate medical education and training.