This dynamic two-day workshop is designed to empower educators in healthcare with practical skills and strategies for teaching communication effectively. The course emphasizes how to teach—particularly the facilitation of small groups—rather than what to teach or curriculum development. Participants will engage in hands-on activities, reflective exercises, and collaborative learning, guided by expert facilitators.

Previous attendees have consistently rated the course as highly valuable and impactful.

This course is ideal for educators involved in teaching health professionals, including but not limited to:

• Nurses
• Physiotherapists
• Doctors

We welcome participants with varying levels of experience in experiential learning.

بنهاية الدورة سيكون المشاركون قادرين على:

• Apply educational theory to design effective communication skills training
• Identify key components of successful experiential communication sessions
• Integrate role play, video, small group work, and simulated patients to enhance learning
• Deliver structured feedback that supports learner development
• Manage group dynamics effectively in both large and small teaching settings

COURSE OVERVIEW

Applying Learning from the “How to Teach” Course

The skills and insights gained from this course can be immediately and meaningfully applied in several areas of your teaching practice:

Designing Effective Learning Sessions

You’ll learn how to apply educational theory to structure communication skills training that is learner-centred and outcome-driven. This means:

• Creating clear learning objectives
• Aligning teaching methods with desired outcomes
• Using active learning strategies to engage students

Example: Instead of delivering a lecture on empathy, you might design a session where learners explore empathy through role play and reflection, guided by theory such as Kolb’s experiential learning cycle.

Facilitating Small Groups

The course emphasises facilitation over lecturing. You’ll gain confidence in:

• Leading discussions
• Encouraging participation
• Managing differing opinions and energy levels in a teaching session

Example: In a small group of nursing students, you might facilitate a case-based discussion where learners explore communication challenges with patients who are distressed or non-compliant.

Using Experiential Methods

You’ll learn how to incorporate tools like:

• لعب الأدوار to simulate real-life scenarios
• فيديو for observation and critique
• محاكاة المرضى to practice and refine communication skills

Example: You could run a session where physiotherapy students practice delivering difficult news to a simulated patient, followed by peer and facilitator feedback using evidenced based feedback methodology.

Giving Structured Feedback

You’ll be equipped to provide feedback that is:

• Specific
• Constructive
• Focused on behaviours rather than personal traits

Example: After a role play, instead of saying “That was good,” you might say, “You maintained eye contact and used open-ended questions, which helped the patient feel heard.”

Managing Group Dynamics

You’ll develop strategies to handle:

• Dominant or quiet participants
• Conflict or disengagement
• Time management in group settings

Example: In a mixed group of junior doctors and medical students, you might use structured turn-taking or breakout groups to ensure balanced participation.

COURSE FACILITATORS

Prof. Sandra Winterburn, (Emeritus) RGN, RMN, MSC, PGCE.  Sandra worked as the Academic lead for Undergraduate Clinical Communication at Norwich Medical School (NMS) from 2012 to 2024. On leaving her post the University of East Anglia awarded Emeritus status and continues to contribute to the undergraduate curriculum.

Sandra also works as an Independent Trainer / Consultant delivering a range of post graduate training courses such as; Advanced Communication Skills Training, Train the Trainers courses for (EACH), Goals of Care courses which helps clinicians develop the necessary skills to discuss serious illness and ceilings of care.

Sandra has taught clinical communication skills both nationally and internationally and is the co-author of a European inter-professional core communication curriculum for undergraduate training.

الدكتورة آن ماري ريجان B.A., M.A. (Psych.), D.Clin.Psych. Sc., Dip. C.B.T., C.Clin. Psychol.,PsSI, C.Neuro.Psychol.,Ps.S.I.

Dr Anne Marie Regan is an Assistant Scheme Director with the ICGP GP trainig programme and teaches on the Western Postgraduate programme for General Practice since 1996. At a national level she is involved in the design and development of tools to aid the National selection process to GP training. She has recently taken a lead role in overseeing the development of a national curriculum for communication skills teaching in postgraduate GP training, and is a practising Clinical Psychologist working for over 35 years in both public; HSE west and private clinical practice.

In addition to her psychology degree from University College Dublin, she has a Certificate in Medical Education from University of Cardiff, a diploma in CBT from University of London and a Doctor of Psychological science from National University of Ireland Galway NUIG exploring the predictive validity of situational judgement tests designed for national selection to GP training. She is a member the tEACH sub group of the International Association of Communication in Healthcare.

She has an integrated role extending to all four years of the postgraduate programme working alongside GP colleagues, and has accrued extensive insights into the challenges facing the practicing physicians. In addition she has taught on the doctorate programme in clinical psychology in NUIG. Her principal areas of interest are communication skills training, selection and professional development with an emphasis on doctors’ self care.

ماندي ويليامز MSc, BSc, RGN, PGCMHE, Dip Coaching

Mandy trained as a nurse in in the UK in 1982 and has over 30 years’ experience working in senior nursing positions in specialist palliative care. It was during this clinical experience that she was first introduced to experiential communication skills training and went on to train as a facilitator on the National Advanced Communication Skills Training course for senior clinicians in the UK (formerly called ‘Connected’) which she continues to facilitate today.

Mandy moved into education & training in 2009 and worked for 15 years as a tutor of clinical communication skills on the undergraduate medical programme at the University of Cambridge Hospitals Trust.

Since 2023 she has been working as an independent coach/trainer in clinical communication skills with undergraduate and post-graduate health professionals.

Mandy currently provides one to one coaching and communication skills training for doctors experiencing difficulties in the clinical or exam environment and designs & facilitates a wide range of bespoke workshops for health professionals across primary and secondary care organisations.

She is a co-developer and facilitator on the “if you were to get worse” Goals of Care Conversations for clinicians working in acute care settings, and has been facilitating workshops for trainers of clinical communication since 2009

كيم تايلور, Simulated Patient

أدى عمل كيم تايلور كمريض محاكاة في مجال التدريب على مهارات الاتصال السريري إلى عقد ورش عمل ودورات مع الأطباء ومتخصصي الرعاية الصحية في جميع أنحاء المملكة المتحدة وعلى المستوى الدولي من النرويج إلى الولايات المتحدة الأمريكية، وفي جميع أنحاء أوروبا إلى جنوب أفريقيا.

على المستوى الجامعي، يعمل كيم في جلسات تجريبية مع طلاب الطب في جامعة كامبريدج وقد قام مؤخرًا بتقديم المشورة بشأن العديد من المشاريع للجامعة بما في ذلك محاكاة تدريب المرضى ومراجعة عملية توظيف SP. ومع اهتمامه الخاص بتطوير المواد التدريبية، ابتكر كيم وقدم محاكاة لتدريب المرضى في المملكة المتحدة والبرتغال والنمسا وروسيا وسريلانكا.

Course Fees: EACH Member £695  / Non-Member £780

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