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Courses > AMEE-ESME Face-to-Face Courses

ESME Clinical Teaching

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.

The ESME-CT course aims to provide participants with a solid foundation of fundamental skills needed to teach effectively in clinical settings, informed by educational theories and available evidence. In acknowledgment of the complexity of clinical teaching, the educational strategies will employ a non-prescriptive and reflective approach for improving teaching. Participants will learn to select effective teaching strategies while considering many variables such as the content, the learners, and the context. The course also reflects the belief that teachers at all levels of experience and expertise can benefit from an organized review of their teaching. We will discuss established frameworks such as the microskills of teaching, the Stanford faculty development model etc and use interactive exercises to enhance application of new strategies to own teaching. Finally, participants will be encouraged to be the agents of change in enhancing clinical teaching at their own institutions.
Summary of theme and its importance:  Teaching in the clinical environment is a demanding, complex and often frustrating task, a task many health professions educators assume without adequate preparation or orientation. The various settings (ward, ambulatory, urban or community) have their own distinct challenges. In these settings, essential patient care skills such as history taking, physical examination, patient communication and professionalism are inculcated, bench knowledge applied to the bedside, motivation and self-directed learning take on a new meaning. Clinical teachers have a dual role in medicine; to provide patient care and to teach. Although many participants will have experience in providing patient care, fewer have experience in using a systematic framework to teach and assess their learners, reflecting and analysing teaching behaviours and consciously role-modelling excellent clinical skills.
Who should participate in this course:  This course will focus on core topics in clinical teaching and is intended for clinicians who teach pre-registration students (medical / nursing etc) and post-registration trainees (physician, nursing etc) in ward, outpatient as well as simulation and conference settings.  In addition, educators who organize staff development for clinical teachers will benefit from participation.
Mode of delivery:  The course will be conducted face-to face and run over one full day and two lunch sessions. The course language is English, but the pace will be suitable for participants whose first language is not English. The topic will feature short didactic presentations, review and debriefing of videotaped teaching scenarios, group brainstorming, individual reflections and skills practice.
Topics covered:  The course aims to cover the following areas of clinical teaching:

  • Application of select educational theories that directly inform effective clinical teaching behaviours

  • Analyse clinical teaching using an educational framework, the Stanford framework

  • The micro-skills of teaching aimed at time-efficient teaching (the one-minute preceptor)

  • Specific clinical skills

    • Teaching communication skills

    • Teaching physical exam skills

    • Teaching clinical reasoning

  • Teach in the presence of patients in various clinical settings (bedside teaching)

  • Identify performance gaps in the clinical workplace and providing performance-based feedback

Learning outcomes
Knowledge and understanding

  • Participants will understand the importance and value of using a systematic framework in clinical teaching environments

  • Participants will be able to reflect on and apply appropriate aspects of select learning theories while teaching learners at different levels in the clinical environment (undergraduate and postgraduate)

  • Participants will be able to use evidence to make judgements in the use of appropriate teaching methodologies, and flexibly shift between leading, facilitating, demonstrating, observing, debriefing or stepping back to allow learners to teach

Fundamental skills

  • Participants will demonstrate their ability to select and apply various teaching behaviours appropriate for different clinical teaching context tools

  • Participants will be able to adopt and adapt teaching strategies based on learner level, learning environment and time available

  • Participants will be able to reflect in action and on action on their own teaching, and develop strategies to improve future clinical teaching behaviours

Transferable skills

  • Participants will be able to formulate best evidence-based plans for the development of their future teaching activities

Post-course report
Participants may choose to submit, within six months of completion of the course, a short report describing the application of the concepts and principles covered in the ESMECT Course to their own teaching settings, leading to award of the AMEE-ESMECT Certificate in Clinical Teaching. 


Course Faculty:

  1. Dr. Subha Ramani, MBBS, PhD (Health Professions Education- Maastricht), MMed (Dundee), MPH, FAMEE (Course Director); AMEE Executive Committee Member, Vice Chair AMEE Fellowship Committee; Director of Evaluation and Scholars in Medical Education Pathway, Internal Medicine Residency Program, Brigham and Women’s Hospital; Faculty Leader of Research and Scholarship, Harvard Macy Institute; Associate Professor of Medicine, Harvard Medical School, Boston, MA, USA

  2. 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

  3. Dr. Harish Thampy, BSc. (Hons), MB. ChB. (Hons), MRCGP, DFRSH, DRCOG, MSc. (Med Ed) SFHEA; GP & Senior Clinical Lecturer; 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

  4. Dr. Mini Singh, MRCP, MSc Med Ed (Dist), PFHEA; Senior Lecturer and Honorary Consultant Dermatologist; Associate Programme Director for Teaching and Learning, MBChB Programme; Lead Manchester Clinical Reasoning Group, Division of Medical Education, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK; Chair Undergraduate Education Committee, British Association of Dermatologists

  5. Dr. Jean E. Klig, MD, FAAP: Director of Undergraduate Education, Pediatric EM Division, Department of Emergency Medicine, Massachusetts General Hospital: Assistant Professor of Emergency Medicine and Pediatrics, Harvard Medical School, Boston, USA: Educator Course Faculty, Harvard Macy Institute, Boston, USA

Future dates to be announced.

If you have any questions regarding the AMEE-ESMECT course, please contact [email protected]

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