Training activity information
Details
Deliver a learning session on an area of your specialty to a healthcare professional(s) outside your specialty or profession
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee​.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Considerations
- Effective communication
- The contribution of Healthcare Scientists and other professional groups to patient care
- Reflective practice
- The value of feedback
- Leadership and teamwork
- Culture and values
- Knowledge of limitations
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What specific area of your specialty will you choose for your learning session?
- Who is your target audience, and what are their learning needs and backgrounds?
- What are the key learning objectives for your session?
- What teaching methods and resources will you use to deliver an effective and engaging session?
In action
- As you deliver the session, are you observing the audience’s reactions and adjusting your explanation based on their apparent understanding?
- Are you consciously checking for comprehension and inviting questions throughout the session?
- As you explain complex information to those outside your specialty, are you actively simplifying terminology and focusing on the most relevant concepts for them?
On action
- What was the level of prior knowledge of the audience on the topic? How engaged did the audience seem during the learning session? What questions or points of discussion arose?
- How effective were you at structuring and delivering the learning session? How well did you explain complex information in a way that was understandable to those outside your specialty? How did you adapt your delivery based on the audience’s responses?
- How will you approach future opportunities to deliver learning sessions? What strategies for effective knowledge sharing will you utilise? How will you tailor your communication to different professional backgrounds?
Beyond action
- Have you had other opportunities to teach or present information to colleagues with different professional backgrounds? How did your reflection on this initial session influence your subsequent presentations?
- How has this experience developed your communication and teaching skills, particularly in tailoring information to a specific audience?
- In your future role, how will you utilise your teaching and communication skills to share knowledge and promote interprofessional collaboration?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 1 |
Outcome
Practice lawfully and safely in accordance with the required standards. |
| # 2 |
Outcome
Justify their own practice, taking personal responsibility for their limits, scope and fitness to practice. |
| # 4 |
Outcome
Demonstrate effective interpersonal communication skills, identify the needs of the intended audience and employ appropriate methods to meet those needs. |
| # 6 |
Outcome
Summarise the role and responsibilities of healthcare scientists in providing and upholding high quality patient centred care. |
| # 7 |
Outcome
Identify stakeholders involved with and affected by their practice and work with stakeholders to provide high quality patient centred care. |
| # 9 |
Outcome
Describe the framework of local and national healthcare provision and the contribution of their role and specialty. |
| # 10 |
Outcome
Demonstrate leadership as appropriate to their role and practice, adapting style as required. |