Handbook for new medical educators
This handbook is designed to support NHS clinicians who are new to teaching University of Aberdeen medical students. Its core intention is to help educators feel confident, supported, and clear about their role in shaping the next generation of doctors.
Rather than focusing on educational theory, it emphasises practical guidance, how to work effectively with students on placement, what is expected at different stages of training, and where to turn for help when questions or concerns arise.
The handbook aims to make clinical teaching feel achievable, it encourages educators to see teaching as something that naturally fits alongside clinical work and is supported by clear university structures.
Grampian Trainers
A dedicated website for clinicians in Grampian who are looking to supervise doctors in training has been established recently, and contains much of the information required for those looking to become recognised as a trainer for the first time or maintain their recognition.
University of Aberdeen Faculty
The Faculty Development team in the University of Aberdeen support educators in delivering excellence in undergraduate education, and ensure that faculty have access to CPD that adheres to recognised professional standards. A range of resources have been developed that are mapped against the domains required for recognition of trainer status.
Available modules
The modules we offer are mapped to the AoME Competence framework for Recognition of Trainers (RoT).
Modules for competency 1 are currently in development.
Modules on this page are aligned with the Recognition of Trainers (RoT) Competency 2 – Establishing and Maintaining an Environment for Learning. This competency focuses on creating a safe and supportive environment where trainees can succeed. It emphasizes providing supervision that is appropriate for the trainee’s level of competence and experience. Trainers are crucial in shaping the learning culture, contributing to an environment that promotes effective learning while ensuring high-quality patient care.
Below is a list of demo modules mapped to Competency 2. Click on the title to expand and access a demo of the module. The full module is available on the Turas webpage.
Equality, Diversity, Inclusion (EDI) in Medical Education
This section was co-developed with students as part of various projects.
Introduction to EDI (Demo)
Provides the learner with an introduction to EDI and a framework for the other modules in this series.
EDI: Racial Equality (Demo)
Introduces the learner to how EDI relates to racial equality during teaching.
EDI: Disability Inclusion (Demo)
Informs the learner about what EDI is and how it relates to disability inclusion in teaching.
EDI: Mental Health & Wellbeing (Demo)
Informs the learner about what EDI is and how it relates to disability inclusion in teaching.
EDI: Unconscious Bias – Taking Action (Demo)
Module highlights how unconscious bias in a medical teaching can harm learning of students.
Inclusive Language in Medical Education
This course shows how language shapes student and patient experiences, helping educators use inclusive communication and understand its impact on LGBTQ+ health outcomes.
Other modules
Preventing bullying
Module on preventing bullying in hospitals and other healthcare environments.
Modules on this page have been mapped to the Recognition of Trainers (RoT) Competency 3 – Teaching and Facilitating Learning. This competency relates to how you work with trainees to facilitate their learning. Key features include: assessing learning needs, using a variety of methods to deliver the curriculum, skills teaching and future proofing your teaching.
Below is a list of demo modules mapped to Competency 3. Click on the title to expand and access a demo of the module. The full module is available on the Turas webpage.
Time-efficient Teaching Strategies (Demo)
Based on material in the BMJ –“Microskills” Teaching when time is limited by David M Irby & LuAnn Wilkerson.
Learning in the Workplace (Demo)
This module provides an overview of what learning in the workplace entails for medical education.
Introduction to Teaching in Small Groups (Demo)
This module gives some insight into leading and developing small groups of learners.
Effective Strategies for Enhancing Student Engagement (Demo)
Explore teaching techniques aimed at boosting student engagement.
Modules on this page have been mapped to the Recognition of Trainers (RoT) Competency 4 – Enhancing Learning Through Assessment. This relates to your approach to assessment and feedback. Features include: Principles of workplace-based assessment, use of commonly used assessment tools e.g. mini-CEX, MSF, WBA and giving effective feedback.
Below is a list of demo modules mapped to Competency 4. Click on the title to expand and access a demo of the module. The full module is available on the Turas webpage.
Workplace based assessments 1 (Demo)
Explore questions such as “What to assess?”, the “Challenges of WBA”, “Who should lead formative assessments?”
Workplace based assessments 2 (Demo)
The module explores the role of the trainer, the context in which learning is achieved.
Modules on this page have been mapped to the Recognition of Trainers (RoT) Competency 5 – Supporting and Monitoring Educational Progress. This relates to the support you provide to students in their progression. Features include: Setting and reviewing learning objectives, purpose and processes of portfolios, identification, diagnosis and management of the student in difficulty and interview skills
Below is a list of demo modules mapped to Competency 5. Click on the title to expand and access a demo of the module. The full module is available on the Turas webpage.
Reflective Practice (Demo)
This module offers support for educators wanting to teach reflective practice to students.
Feedback to Enhance Learning (Demo)
Module introduces educators to the process of providing feedback specifically tailored for medical education.
Learners Who Need Support 1 – Early Intervention (Demo)
This module is on early intervention for learners who needs support.
Learners Who Need Support 2 – Managing Poor Performance (Demo)
Module on managing poor performance for learners who needs support. Also mapped to Competency 6.
Modules on this page have been mapped to the Recognition of Trainers (RoT) Competency 6 – Guiding Personal and Professional Development. This relates to the support you provide to students in relation to their personal and professional development. Features include personal development planning and career support, guidance and advice.
Below is a list of demo modules mapped to Competency 6. Click on the title to expand and access a demo of the module. The full module is available on the Turas webpage.
Understanding Resilience in the Workplace
This module aims to help individuals understand how resilience can help them in the workplace.
Programmes
Student Support
In this programme, we will cover key aspects of student support at the University of Aberdeen and medical education, including identifying and addressing personal, emotional, and academic challenges, understanding educators’ roles and limitations, and signposting additional resources.
We will also explore the concept of thriving in medical school, its relevance in addressing burnout, and how to foster a positive experience in healthcare without over-relying on terms like resilience and mindfulness.
Sustainability in Medical Education
This collection of modules introduce sustainable medicine, exploring how healthcare can integrate environmental and social factors to promote long-term health. It covers the effects of climate change on public health, the environmental footprint of healthcare, and the principles of sustainable practices that minimize impact, improve care, and enhance system efficiency.
The modules on this page will be part of a programme. The content is co-created with students and is still in development with more modules planned.