Training activity information
Details
Deliver a range of educational sessions tailored to groups of non-genetic health professionals
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
- Theoretical approaches to adult learning
- Differing learning styles.
- Modes of education delivery, including different teaching resources
- Evaluation methods for feedback from audience
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 key genomic concepts are important for non-genetic health professionals to understand? How can educational sessions be tailored to their specific needs and backgrounds?
- What are effective strategies for teaching complex genomic information to a non-specialist audience? How can you assess the learning needs of different groups of health professionals and adapt your teaching accordingly?
- Discuss with your supervisor potential topics and target audiences for these educational sessions. How will you plan the content and format of your presentations?
- Consider potential challenges, such as engaging the audience and ensuring the information is accessible. What teaching techniques will you employ? How confident do you feel about delivering educational sessions?
- What aspects of your teaching skills do you want to develop through this training activities?
In action
- What key concepts are you focusing on, and how are you adapting your delivery to the specific needs and knowledge level of the non-genetic health professionals?
- What pedagogical decisions are you making as you present?
- What aspects of explaining these concepts feel straightforward, and where are you having to consciously adjust your approach or language?
- How are the participants engaging with the session? Are they asking questions? How do you know if they seem to be understanding the information?
- What challenges are you encountering in keeping them engaged or addressing their specific learning needs?
- What are you learning about effective teaching strategies for this audience as the session progresses? How does this connect to your understanding of teaching in genomic healthcare?
- Are there alternative ways you could be explaining certain concepts or structuring the session to improve understanding?
- Are you observing any signs of confusion or disengagement? Do you need to adapt your planned content or activities in the moment?
- Are you ensuring the information you are providing is accurate and relevant to their practice?
On action
- What were the key learning points you aimed to convey to the non-genetic health professionals? Summarise the main topics covered.
- What did you learn about delivering educational sessions in genomics to this audience?
- How well do you think the information was received and understood?
- Were there any unexpected questions or areas of particular interest?
- How did your adjustments during the session influence the participants’ engagement?
- How does this experience relate to preparing and evaluating teaching sessions in genomics?
- How will this experience inform your future educational sessions for non-genetic healthcare professionals?
- What aspects of your delivery or content were most effective, and what could be improved?
- How can you apply this learning to tailor future sessions more effectively?
- What feedback or resources might help you to further develop your teaching skills?
- What are your next steps to refine your educational approach?
Beyond action
- Reflecting on the educational session(s) you delivered to non-genetic health professionals, how has your approach to tailoring educational content and delivery methods evolved based on subsequent experiences or feedback?
- Have you compared the impact of different teaching approaches you have used? What specific skills in teaching and evaluation have you developed since this training activity?
- How has the experience of delivering these sessions impacted your confidence in communicating genomic information to a non-specialist audience and your ability to evaluate the effectiveness of your teaching?
- Can you identify ways in which the skills developed in this training activity have been transferable to other communication or presentation scenarios? How has this contributed to your understanding of preparing and evaluating teaching sessions in genomics?
- Considering your future role in educating colleagues or other stakeholders, how will the learning from this experience continue to shape your approach to developing and delivering educational content?
- What transferable skills, such as audience analysis and clear articulation of complex concepts, did this activity help to build, and what further development will you focus on?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 5 |
Outcome
Prepare, deliver and evaluate teaching sessions in genomics for healthcare professionals and the public. |