Aims

• Develop the skills of critical appraisal of evidence (both quantitative and qualitative) in the Medical Education literature
• Use the skills and knowledge gained from critical appraisal of the evidence base to enhance their own learning and those of others
• Help the students to make better use of teaching and learning activities in clinical settings in all areas of surgical practice
• Help those participants with responsibility for assessment of others to ensure that those assessments are based on appropriate criteria
• Develop thinking and understanding to prepare surgical trainers to examine, in the light of the evidence base, the complex issues underlying the processes of teaching, learning, assessment and evaluation as they apply to surgical practice

Outcomes

Day 1.

• Understand how models of adult learning relate to the surgical workplace
• Gain significant insight into your role both as teacher and learner

Day 2.

• Gain the knowledge and skills necessary to devise and evaluate appropriate educational activities to teach surgical skills
  
• Understand some of the key issues around the teaching and modelling of professionalism in the surgical workplace

Day 3.

• Gain a basic grounding in the theory of design of surgical assessment tools, including workplace assessments  
• Learn to deliver feedback to a variety of undergraduate and postgraduate students in the surgical setting with emphasis on: judgement, physical tasks, progression, planning, risk and communication with patients and team members

Day 4.

• Assignment planning and delivery 

Day 5.

• Gain an understanding of how to develop audit and research skills in surgical trainees
  
• Gain an introduction to critical appraisal of both qualitative and quantitative research as a method of fostering lifelong learning skills amongst surgical trainees