It was very interesting to read about the four levels of the adapted Kirkpatrick’s model which consists of reaction, learning, behaviour and results. The reaction criteria being about trainees’ perception of training, it is more about how much they enjoyed the course. I can collect this, using questionnaires. The second criteria are learning criteria which measure the learning outcomes, typically assessed by using various forms of knowledge tests and also by the immediate performance and skill demonstration. I started to assess this, using a quick theory assessment at the end of the course. I assess the behavioural criteria, also known as transfer criteria, during ward based teaching. I can see how students can apply their knowledge and skills learned in the previous sessions to real-life cases.
I didn’t know how important it was to set clear intended learning outcomes and now I try to ensure that I do it and address this. 

It was great to receive feedback from the experienced teachers and to learn how to write in a more reflective and critical style. I implemented changes after teacher observation sessions. Now I give students more time to think before responding to my questions whilst before I rushed to answer myself. I realised how useful these techniques could be. As advised, I now use the think-pair-share technique to foster peer interaction. Now I try to give all the students an opportunity to express their thoughts during our interactive sessions. I think I have gained confidence to explore new teaching styles. 

I also changed my ECG revision session and divided it into two parts, with the first 6 cases and then, after my input, another 6 cases. This gives me an opportunity to perform a formative assessment and to see immediately whether the students have applied what they learnt earlier. 

Also, as per teacher’s observation advice, I now show students the intended learning outcomes for the session at the beginning and at the end. I ask them to reflect whether they think they have achieved them, which helps to recap some key messages.

Unfortunately, I was unable to observe my peer or to be observed by the peer due to this pandemic situation. However, I had this opportunity when I asked one of my colleagues to present during my teaching session. It is always a nice way to ask their opinion as they can see it from their perspective and advise accordingly. She advised me to reduce the number of cases discussed during one session as she saw that students were tired and less active at the end. 

I am still planning on including more technology in my practice in order to increase students’ engagement and facilitate interaction. I clearly see that our students like using modern technology in their learning.  

I would like to continue my development as a teacher, moving onto the next stage, PG Diploma. I am sure I can accommodate clinical work, research work, exams, teaching and learning. I am also planning to attend different EDU workshops as I found them very useful and interesting. 

I still think that lectures are less helpful for good learning than interactive sessions. I still use role play as an important tool for teaching and learning. In order to make lectures more interactive, I incorporated tests, assessing students before and after the lecture, using Mentimeter, which obviously makes students more interested, encourages their participation and gives me an opportunity to see how they learn.