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Conferences > AMEE 2021 > Programme > Courses

AMEE 2021 ESMECT Course

The ESME courses, offered and accredited by AMEE, are aimed at practising teachers in medicine and the healthcare professions, both basic scientists and clinicians. They are aimed at those new to teaching and at teachers with some experience who would like a greater understanding of the basic principles and an update on current best practice. The courses recognise that, with appropriate help, all, even those with considerable experience, can improve their skills in teaching.

About the course

Teaching in the clinical environment is defined as teaching and learning focussed on, and usually directly involving, patients and their problems. The clinical environment includes inpatient, ambulatory, conference room settings, hospital or community settings, each with their own distinct challenges. The ESME CT virtual course is intended for clinicians who teach medical students and junior doctors in a variety of clinical settings. Clinical teachers have a dual role in medicine, to provide patient care and to teach. In acknowledgment of the complexity of clinical teaching, the educational strategies will employ a non-prescriptive behavioural approach to enhancing teaching skills. Participants will learn to select effective teaching strategies while taking into account many variables such as the content, the learners, and the context. Intellectual understanding of general principles and processes is not sufficient to improve teaching – knowledge and practice of teaching skills are essential.  The course also reflects the belief that teachers at all levels of experience and expertise can benefit from an organized review of their teaching

The course aims to provide opportunities for participants to:

  • Understand the benefits of using systematic frameworks to analyse and perform clinical teaching

  • Learn to select the right strategy for different clinical teaching situations (inpatient or ambulatory settings, levels of learners, content to be taught)

  • Gain comfort and confidence in teaching learners when patients are present, whether ward, ambulatory or conference room settings

  • Apply core principles of time-efficient teaching in busy clinical work environments

  • Be motivated to try out new behaviours in their own clinical teaching settings

  • Understand and apply effective questioning and direct observation to assess learners’ knowledge, skills and attitudes directly related to patient care


The curriculum is organised as four modules to delivered synchronously during the AMEE conference, mostly as preconference sessions.

  • Synchronous workshops: These will be led by experts in the pedagogy and skills of clinical teaching. Each presenter will provide an overview of the topic, theoretical principles, application of theory to practice and review the latest literature, using a combination of brief didactics, brainstorming, small-group discussions and some skills practice. Webinars will also be recorded for participants to view if they are unable to attend the live session.
  • Asynchronous online readings and reflections:  Participants can participate at a time that is convenient to each of them, review resources, and apply concepts and principles to their own clinical teaching practice.
  • Key resource materials: Required readings will be drawn from a compilation of AMEE guides –Teaching in the clinical environment- Ramani & Leinster, and Experience Based Learning (ExBL): Clinical teaching for the twenty-first century by Dornan et al and other articles.
  • Assignments: Participants will complete a 1500-2000 word assignment within three months of completion of the course. All students who have participated in the course will receive an AMEE ESME- CT Certificate of attendance. On completion of the assignment, successful participants will receive the AMEE ESME-CT Course Certificate of completion. In their reflective assignment, participants will respond to three open-ended questions:
  1. Please reflect on the various strategies you use in teaching learners in the clinical environment
  2. Please assess the effectiveness of your teaching strategies, focussing on achievement of learning outcomes
  3. Please describe 2-3 new teaching behaviours you plan to incorporate into your teaching- as a result of your participation in this ESME course

ESME course benefits

  • The course is practical though skills are anchored in key educational theories. The theoretical principles are readily applicable to day-to-day practice as a clinical teacher.
  • Participants can engage with peers with a similar interest in a supportive, non-threatening learning environment.
  • The syllabus features a rich set of resources for further reading.
  • Satisfactory completion of the course is recognized towards the AMEE-ESME Certificate in Medical Education.

Modules- 4 sessions

Pre-conference- Module 1- 90 min: Applying theoretical principles to clinical teaching- Led by Subha Ramani

  • Application of relevant learning theories to clinical teaching
  • Challenges of teaching in the clinical environment and potential solutions
  • Attributes of excellent clinical teachers
  • The clinical learning environment

Conference session 1- Module 2- 3 hours: The clinical teaching triad- teacher, learner and patient- Led by Subha Ramani, James Kwan and Jean Klig

  • Learner centred and learner engaged teaching- subha
  • Teaching when time is limited- Jean, James
    • Microskills of teaching
    • SNAPPS
  • Teaching when patients are present- Subha

Conference session 2- Module 3- 3 hours
Core skills for clinical teachers (90 min)- Led by Harish Thampy and Mini Singh

  • Teaching clinical skills
    • History taking
    • Physical Examination
    • Clinical reasoning

 Diagnosing clinical learner performance (90 min)- Led by James Kwan and Subha Ramani

  • Asking questions effectively
  • Direct observation of learner-patient interactions
  • Feedback and coaching on performance

Post conference- Module 4- 90 min: The clinical teacher role-model- Led by Subha Ramani and Mini Singh

  • Role-modelling
  • Informal and hidden curriculum in clinical teaching
  • Showcasing humanism and professionalism
  • Reflective practice
    • Reflection in action
    • Reflection on action
    • Reflection for action
  • Putting it all together
    • A commitment to change exercise


Course director: Dr. Subha Ramani, MBBS, PhD, MPH, FAMEE
AMEE Executive Committee Member, Chair AMEE Fellowship Committee
Associate Professor of Medicine, Harvard Medical School
Director, Program for Research, Innovations and Scholarship in Education (PRISE), Department of Medicine; Director of Evaluation and Scholars in Medical Education Pathway, Internal Medicine Residency Program; Brigham and Women’s Hospital
Adjunct Associate Professor, Massachusetts General Hospital Institute for Health Professions Education
Boston, MA, USA

Dr. James Kwan, MBBS, BSc (Hons), MMed (ClinEpi), MHPE, MRCSEd, FACEM, FRCEM, FAMS
Senior Consultant, Department of Emergency Medicine, Tan Tock Seng Hospital
Chair, Core Curriculum and Education Committee, International Federation for Emergency Medicine
Adjunct Asst. Professor, Emergency Medicine, Lee Kong Chian School of Medicine, Singapore

Prof. Harish Thampy, BSc. (Hons), MB. ChB. (Hons), FRCGP, DFRSH, DRCOG, MSc. (Med Ed) PFHEA
Professor of Medical Education, Academic Lead for Assessment, MBChB Programme, Division of Medical Education, School of Medical Sciences, Faculty of Biology Medicine and Health, The University of Manchester, Manchester, UK

Prof. Mini Singh, BSc (Hons), MB ChB, MSc (Med Ed),  FRCP, PFHEA
Professor of Medical Education, Associate Programme Director -Teaching and Learning, MBChB Programme, Academic Lead Manchester Clinical Reasoning Group, Division of Medical Education, School of Medical Sciences Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK

Dr. Jean E. Klig, MD, FAAP
Director, Clinical Skills Integration Coaching Program
Assistant Professor of Emergency Medicine and Paediatrics
Harvard Medical School
Director, Paediatric EM Education Undergraduate Programs
Department of Emergency Medicine, Massachusetts General Hospital

Sessions: Thurs 26 Aug 1330-1500; Fri 27 Aug 1330-1630; Sat 28 Aug 1000-1300; Post-conference follow-up to be arranged.

Cost: £400

Cancellations:  Requests to cancel should be emailed to Worldspan ([email protected]).  AMEE will make every effort to resell your place on a course but cannot guarantee a refund will be possible.  No refunds will be given for non-attendance at courses.

How to register:  Wherever possible courses should be reserved and paid at the time of registration. Places are strictly limited and allocated on a first-come, first-serve basis.

It is not possible to register for the AMEE-ESMECT course only.  Course participants must register for AMEE 2021 and pay the appropriate conference registration fee.


If you have any questions regarding the AMEE-ESMECT Course, please contact the ESME Course Administrator ([email protected]).  Registration enquiries should be directed to Worldspan ([email protected])


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