Attending the two-day Postgraduate Medical Education (PGME) Training for Clinical Practice Educators was a truly transformative experience for me, not only professionally, but personally as well.
The sessions were designed to be highly interactive, with plenty of group activities that encouraged discussion, reflection and collaboration. From the very first exercise where we were asked to introduce ourselves using random postcards it was clear that this training was about building connections just as much as building skills.
Expanding My View of Medical Education
As an International Medical Graduate (IMG), it was fascinating to explore the teaching methodologies and technological innovations that are routinely used in undergraduate medical education in the UK. Many of these techniques such as blended learning models, simulation-based teaching and structured bedside teaching were new to me, and offered fresh perspectives on how clinical knowledge can be delivered more effectively.
The initial session on teaching theories provided a strong foundation for the entire programme. Although many of these concepts are things we routinely apply in our practice as clinical educators, engaging in scenario-based workshops where we explored different elements of each theory and applied various models to different situations helped deepen my understanding. It served as a valuable reminder of the importance of choosing the right teaching model for the right scenario and repeated application of these theories in all the subsequent sessions helped ingrain it effortlessly.
The discussions around the "double duty" role : balancing being a clinician and an educator simultaneously particularly resonated with me. Time, space and the cognitive demands of patient care can sometimes leave little room for structured teaching. Sharing strategies with other participants on how to overcome these barriers was empowering. It reminded me that small, intentional moments of teaching can still have a big impact. Listing out barriers and coming up with possible solutions to overcome them ourselves was a very effective approach. As the primary stakeholders directly experiencing these challenges we were uniquely positioned to suggest realistic, practical strategies. This made the solutions more grounded and applicable but also highlighted the value of involving frontline educators in shaping better teaching practices.
The Importance of Giving and Receiving Feedback
One of the most valuable parts of the course was the exploration of feedback. We covered how to give it, how to receive it and most importantly, how to reflect and act upon it through a discussion on the feedback pyramid.
When it comes to feedback techniques, I was particularly impressed by the Round Robin method. In this technique, there is an element of ownership on the student as they can see a peer review of their feedback, which helps them reflect more critically on their own performance and understand different perspectives, and also gives the educator a more balanced and comprehensive set of information to work from.
Inclusivity in Medical Education: A Personal Reflection
Perhaps the most meaningful part of the training for me was the strong emphasis on inclusivity. Coming from an IMG background, I know first-hand the importance of feeling welcomed, represented and heard in clinical and educational settings.
Our activities around creating an "Inclusivity Toolkit" by brainstorming posters, sharing experiences and discussing strategies reinforced the idea that inclusivity must be intentional. It doesn’t happen by accident. It must be actively built into teaching practices, feedback processes, and the overall learning environment.
This session was not just theory; it was a lived experience. Hearing the stories of some of my colleagues, especially those navigating disabilities like dyslexia, brought the discussion to life. While dyslexia is often recognised and reasonably accommodated during undergraduate learning, many faced renewed struggles in clinical settings.
Barriers such as time constraints, the rotational nature of clinicians (leading to a lack of prior awareness of individual learning needs), and the difficulty for clinicians to spontaneously adapt their teaching techniques all contributed to these challenges. These stories highlighted how inclusivity in clinical teaching requires not only awareness but also proactive, flexible strategies to truly support all learners and also made me aware that we were lacking in effectively addressing these issues in clinical settings.
I felt genuinely included during the training itself, which gave even more weight to the discussions we had. It reminded me that effective education is not just about curriculum design or clinical knowledge it is about creating a sense of belonging. In fact, “feeling safe” was one of the most common themes that emerged whenever we discussed positive teaching environments, experiences, or practices throughout the 2 days course.
Moving Forward
This course has left a lasting impact on me. As I continue to grow in my dual roles as a clinician and educator, I plan to adopt the F.I.R.S.T. approach to enhance both teaching and patient care:
- Flexible Feedback: I will adapt my feedback methods to suit different clinical situations, ensuring they are relevant, timely, and constructive.
- Inclusive Spaces: I aim to foster a safe, supportive, and inclusive learning environment where every learner feels valued and able to contribute.
- Reflective Teaching: Regular self-reflection, informed by feedback, will be central to refining my teaching methods and meeting the evolving needs of learners.
- Spontaneous Moments: I will embrace and make the most of brief but meaningful teaching opportunities during clinical work.
- Thoughtful Role Modelling: I recognise the subtle but powerful impact of role modelling and will be intentional in setting professional and compassionate examples in everyday practice.
This experience deeply aligns with St George's values of teamwork, respect, diversity, and excellence. I am excited to continue my journey, both as a clinician and as an educator, carrying these principles forward into every interaction.
"True learning begins when every voice is heard and every learner feels they belong."
Words by: Fidha Fathima