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“Learning is not the product of teaching. Learning is the product of the activity of learners.” - John Holt
“Learning is not the product of teaching. Learning is the product of the activity of learners.” - John Holt
Welcome to the Near Peer SSC at the practice.
Welcome to the Near Peer SSC at the practice.
You should use this website along with the information on the Near Peer Website.
We hope you enjoy the process of learning how to deliver student learning experiences. Additionally, if you're willing, you can assist us in developing our resources. Below, you'll find a list of outcomes aligned with the UK Teaching Professional Standards Framework. You are not expected to cover everything.
Our aim is to support you in understanding that medical education has academic foundations. It includes theories and concepts similar to those in clinical medicine, which help us address educational issues and conduct teaching sessions for students.
Learning outcomes
Learning outcomes
Design and plan learning activities
Learn, apply, and evaluate pedagogy.
Understand the importance of authenticity and task fidelity.
Apply cognitive load theory to teaching.
Use Bigg's Constructive alignment to ensure that learning activities are aligned with learning outcomes.
Understand Vygotsky's Zone of Proximal Development and how it can be used to design effective learning activities.
Teach using a variety of approaches
Learn and apply the GNOME acronym to help plan and deliver learning.
Develop and use a mixed approach to teaching, combining elements of both 'Teach and test' and 'Test and teach' strategies.
Assess and give feedback
Understand the difference between formative and summative assessment.
Develop and use a variety of assessment methods to measure student learning.
Provide timely and constructive feedback to students.
Support and guide learners
Develop resources for future educators to support their practice.
Teach GP3 students through a variety of methods, including tutorials, patient encounters, and OSCE practice.
Seek out and take advantage of other teaching opportunities, such as teaching other healthcare professionals or contributing to practice learning.
Professional development in medical education
Understand an appreciate the big questions in medical education including philosophical ones.
Stay up-to-date on the latest research and best practices in medical education.
Participate in professional development opportunities for medical educators.
Share knowledge and expertise with other medical educators.
Design thinking
Design thinking
Design thinking is a non-linear, iterative process that teams use to understand users, challenge assumptions, redefine problems, and create innovative solutions to prototype and test. It is most useful to tackle problems that are ill-defined or unknown.
Design thinking is a human-centered approach to problem-solving, which means that it focuses on understanding the needs and wants of the people who will be using the solution. It is also a collaborative process, which encourages team members to share ideas and build on each other's work.
Design thinking is being used to create more engaging and effective learning experiences for students. We will use this explore, design and innovate the student learning experience.
Past student activities
Past student activities
Tutorials for GP3 eg chest pain
Examination tutorials for Nurses, OT
Deliver a OSCE workshop working with your fellow SSC students
Developing resources
Past students work
Past students work
Tutorials topics - ECG, examinations, history taking
Role-playing and cased based discussions
Patient-based teaching
Mock OSCE stations delivered with other Near Peer students
Teaching non-medical professionals (multi-professional teaching) on examination skills
Discussion revision tips - preparing for senior years
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