Do you teach medical students? Are you a clinician? We are here to help you in this role. Read on.
Welcome
Clinical educators or trainers, known as faculty, are vital to the teaching and learning of medical and other healthcare students. This faculty is wide ranging, including University employees, NHS consultants and NHS staff from other professions.
Clinical educators or trainers, known as faculty, are vital to the teaching and learning of medical and other healthcare students. This faculty is wide ranging, including University employees, NHS consultants and NHS staff from other professions.
Here, you will find information about faculty, development and the resources in place to help clinical educators and trainers involved in the delivery of the MBChB curriculum at the University of Aberdeen adhere to a recognised professional framework.
Background
The scope of Faculty Development at the University of Aberdeen is to support educators in delivering excellence in undergraduate education and to ensure that faculty have access to and undertake CPD that adhere to recognised professional standards. There is a recognised framework for trainers linked to competencies, known as Recognition of Trainers (RoT), which is only for doctors regulated by the GMC who require that their registrants meet these standards. There are many educators who regularly teach medical and other healthcare students who are not regulated by the GMC. However, in the institute, there is a requirement that those undertaking a role that meets the RoT criteria, whether they be GMC registrants or not, to meet these standards.
The role of the educator
Healthcare, like education, is dynamically changing: new roles, new ways of working, new ways of teaching. Therefore, it is important that the institute meets these challenges and supports the vision of the University. The teachers, educators, faculty are key, and their job roles in the future will be very different to those of today. This is due to several factors: educating in a different environment, teaching a future generation with different values, educating for the new roles of healthcare professionals (i.e., training for the future), understanding what the learner needs. This is set against the background of surviving a pandemic that challenged many assumptions and routines, requiring an urgent reconsideration of the role of educators together with changes in teaching and learning.
