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RVTS Supervisor Series. 2013 Planning to learn ? Learning to Plan ? A fresh look at learning plans. Background.

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rvts supervisor series
RVTS Supervisor Series


  • Planning to learn?
  • Learning to Plan?

A fresh look at learning plans


The learning plans are highly valued by registrars as a log book of learning, a framework of exam progress, a guide book for professional ambitions and a diary of their progress with their Supervisor, Training Advisor and RVTS.

since lp s started
Since LP’s started …
  • Registrars often sit both College exams
  • Increasing numbers seek AST / FARGP
  • Develop sub-specialty interests E.g. skin cancer – not necessarily an AST

The current format is not ideal

so for a new lp
So… For a new LP??
  • Where have you been?
  • Where are you now?
  • Where are you going?
  • How are you going to get there?
  • How can I help you along the road?
  • What do you need?
  • How do we build a plan?
the new lp
The New LP

Well it’ll be different?

The focus is about the Registrar defining his/her needs; refining his/her goals and clearly outlining how their Supervisor and T/A will ensure the goals are achieved.

goals mandated or optional
GOALS – mandated or optional


  • RVTS required
  • Colleges
  • Emergency course


  • Exambitions
  • Other interests
  • Pastoral
  • Practice
is it a diary
Is it a diary?
  • The idea is that each month the Registrar and Supervisor build the plan with prescribed input:

ie: my stuff; Exam stuff; Clinic stuff:

3 monthly T/A 3-ways to underline this.

  • Develop plan for learning
    • Objectives
    • Learning/teaching
    • Feedback and Assessment
  • Discuss strategies for implementation
  • Think about educational history
  • Address challenges in the clinical setting
  • Experiences and activity - planning for a trainee term
  • Difficulties - workable strategies
  • Sum up and evaluation
in the new plan

In the new plan…

What goes in the plan

And what doesn’t…

learning plans
Learning plans
  • SMART learning objectives
  • How are you going to learn it?
  • How are you going to assess whether you have achieved it?
smart learning outcomes
SMART learning outcomes






  • Specific
  • Achievable
  • Measurable
  • Are they set at the correct level?
  • Individual learning needs?
set your own learning outcomes
Set your own learning outcomes

e.g., At the end of this term, I will be able to…

- be confident at prescribing oral contraceptives

- perform simple skin excisions

learning plan
Learning plan

Be confident at prescribing contraception


-Attend FPQ course

  • Discuss with supervisor
  • Meet with pharmacist


  • Am I confident? Yes or no...
  • Check with patients, supervisors
  • Audit
what is your experience with teaching plans

What is your experience with teaching plans?

Think about 3-ways you may have had and what they could achieve?

what do we want the registrars to achieve
What do we want the Registrars to Achieve?
  • To gain fellowship
  • To be good Doctors
  • To perhaps stay Rural Doctors
  • To manage professional and family life
  • And then some …
teaching learning plan
Teaching/Learning Plan
  • Objectives
  • Methods (teaching/learning)
  • Appraisal with feedback
  • Assessment

Feedback and Assessment

  • Competency being defined by observable behaviours
  • Adequate sampling (multiple events)
  • Adequate inputs (multiple people)
  • Timely (remember!)
deliberate practice
Deliberate Practice
  • Well defined and important tasks
  • Opportunity to practice and improve
  • Motivation and endurance (hanging in there)
  • Reflection
  • Good supervision and feedback
  • Planning to ensure optimal use of time
  • Good orientation
  • Effective teaching learning methods (one minute teacher, SNAPPS)
  • Sharing responsibility
  • Use of resources as backup


  • Summarise the History & Exam
  • Narrow the differential
  • Analyze the differential
  • Probe the teachers about uncertainties
  • Plan management
  • Select an issue for self directed learning
  • Wolpaw, 2003.
have you planned for
Have You Planned For…
  • Orientation
  • Learning environment
  • Range of methods
  • Resources
patient care
Patient Care…
  • Teach essential skills early
  • Ensure competency = responsibility
  • Increase teacher observation
  • Patients like it

Taking an educational history

  • Set aside time
  • Get to know them – family, background, non-medical interests, book they are reading...
  • Determine
    • Previous experience
    • Future plans
    • Self evaluated strengths and weaknesses
  • Why this attachment?
  • What they want to achieve?
  • Any concerns?
teacher styles

Teaching and learning styles

Teacher styles

Learner stages

Based on Grow, 1991

what works
What Works…
  • Good orientation
  • Incorporate learner into active patient care role
  • Schedule explicit teaching/learning time

(Regan-Smith, Acad Med, 2002)


Teacher as Role Model

  • Teacher - one of the most powerful influences on learning
  • Role models - attitudes, interest, enthusiasm
  • Interpersonal relationship has major impact on learning
to sum up
To Sum Up…
  • Develop plan for learning
    • Objectives
    • Learning/teaching
    • Appraisal and Assessment
  • Discuss strategies for implementation
  • Take an educational history
  • Address challenges in the clinical setting