LEARNING AND TEACHING
Educational methods and learner-teacher relationships are not universal. Socio-cultural frameworks influence many factors in the education process; the methodology may be more, or less didactic, the learning more lecture-focussed than interactive, the approach more teacher- or learner-centred.
Depending on the educational tradition in which a doctor has studied, some readjustment to UK expectations of professional training and development will probably be necessary. Concepts such as ‘learner autonomy’, and ‘reflective practice’ may be new ideas for some, and the dynamics of the learner-teacher relationship may seem confusing initially.
IMGs may be unused to self-directed learning, and unfamiliar with teaching methods that encourage discussion. For a learner trained in a didactic system with significant power distance between roles, questioning others’ views may feel confrontational or disrespectful, and they may not realise how reluctance to ask questions could be interpreted as lack of engagement by supervisors.
Feedback styles also vary across cultures. It may be challenging for a clinician used to directly phrased, perhaps publicly expressed opinion, to clearly interpret the significance of feedback that in the UK is typically couched in softened, indirect language and offered privately.
Questions to consider around learning and teaching:
- Reflecting on your educational experience, what expectations do you have about learning/teaching relationships in the NHS?
- How much control (autonomy) do you expect to have in your educational programme?
- How comfortable do you feel asking questions in educational discussions?
- Would you be prepared to offer an opinion that differed from your colleagues’? Or your supervisor’s?
- What are your expectations about how feedback is given? Who should be included, and where should this happen?
- How might these reflections influence your relationship with your supervisor/other senior doctors?
- What do you know about ‘reflective practice’?
Resources:
Further information on Reflective Writing and Insight is given in other modules.
GMC guidance on reflective practice:
https://www.gmc-uk.org/education/standards-guidance-and-curricula/guidance/reflective-practice/the-reflective-practitioner---guidance-for-doctors-and-medical-students
Pilotto et al: Issues for clinicians training International Medical graduates: a systematic review. 2007
https://www.mja.com.au/system/files/issues/187_04_200807/pil10257_fm.pdf
Workplace-based Assessment (WBA)
https://www.jrcptb.org.uk/assessment/workplace-based-assessment
WBA in General Practice:
https://www.rcgp.org.uk/training-exams/training/mrcgp-workplace-based-assessment-wpba.aspx