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hi, guys. And welcome to the teaching F three for the portfolio clinic. Um, as part of the F three series, we're just gonna wait for a few more people to sign up. Because I know we've got quite a few people sign up today to watch this talk. So give us a few minutes, we'll just wait around for those extra that are gonna be signing up, and then we'll start shortly. Okay? Okay, guys. So it's lovely to have you with us. Um, this, as I said, is the teaching f three. Um, and it's a talk as part of the F three series on behalf of the portfolio clinic. So it's run by the portfolio clinic, Um, an organization to help you with deciding about your F three applications, et cetera. There's lots of different, um, aspects of the portfolio clinic, so it's definitely worth having a check out of our website today. We're gonna be joined by Ed Love, who did a clinical teaching fellowship in obscene gynie. And then we're going to be joined by a. Mathews who did who is doing a medical education position at the University of Leicester as an anatomy demonstrator Okay. So, Ed, lovely to have you with us. Great. Thank you for having me. No, not a problem. Um, so tell us a little bit about what you've been doing. Great. So I'm just gonna share some slides with you guys and talk through those. That's all right. Um, thank you. So Hi, everyone. My name's Ed Luff. I am a senior clinical teaching fellow currently working, uh, South Bristol Academy, which is part of university hospitals Bristol and Weston, Um, and, uh, in collaboration with the University of Bristol. So we have medical students from the university Bristol at the hospital. Um, and that's, uh that's where I'm working currently. Um, so a little bit about what I'm going to cover in the next sort of 20 minutes or so. So it's not often a little bit about me just so that you can see what I've done and have a bit of a background of where I'm coming from. I'll go through a few of the different job options that there are with regard to clinical teaching fellow jobs, uh, talking a little bit about what the role involves On a sort of day to day basis, uh, go through some of the benefits and perks of the job, the benefits and perks that I think there are, and then maybe some of the challenges or the cons that you might not have thought about. We'll go through a bit about how you might be able to build your CV on, build a bit of a portfolio whilst doing this job. We'll touch a little bit on appraisal at the end, and then probably the bit you want to know most about is sort of tips for getting the job. But I think it's probably worthwhile covering the first bits and pieces first. You can sort of decide if you want that as a job, if that's what you want, and then we'll talk about how how you might be able to sort of set yourself up for for getting a job so a little bit about me. I'm currently, um, in sort of my f five year. Um, so initially, I spent a year as a 50 50 clinical teaching fellow in F three Um, that was based in Swindon and I did 50% teaching across various different year groups. Um, at Swindon Hospital, we had students from three different, uh 33 different medical schools. So from the University of Bristol, from Oxford and from King's College in London. Um, and I spent the other half my time doing some clinical work. I spent six months in emergency medicine and six months in obscene Gainey as a sort of S H O position there. I then did an F four year last year as an 80 20 clinical teaching fellow. So slightly different job role. Uh, I moved hospitals and to work in Bristol at the B r I where I'm currently working. Um, and there I spent 80% of my time teaching. So, roughly four days a week, I was the year five Khalid. So the final year medical students at Bristol I taught across years 125 as well. Um, as well as spending 20% of my time doing non teaching things. So roughly one day a week, Um, and that consisted of a little bit of clinical work in the emergency department. A little bit of research did some medical education research and some clinical research work, Um, and also a bit of work with the Central University as amongst other things, uh, I'm currently my f five years, so I've stayed at the B r I at Bristol. I'm doing another 8 to 20 years now as a senior clinical teaching fellow. So a bit more of a leadership role, helping to organize a group of the CTF uh, working here and still doing that combination of 80% teaching and 20% month teaching. Uh, still doing some of the things I said about with a little bit of clinical work. And you d still so, uh, the different job options as a sort of clinical teaching fellow. So there's lots of various combinations of jobs out there which you can, which you can opt in to do. Um, there'll be different amounts of teaching involved in most of them. Um, some jobs will be sort of a 90% teaching, 10% clinical. So roughly one day every other week, some jobs might be sort of an 80 20 job, which is what I'm doing at the moment. You might see 50 50 jobs. There are other combinations of percentage is out there as well. Um, so making sure that you know what job you're signing up for what? Your job you're applying for and what level of teaching commitments going to be required from you. I think it's really important going into that, um, and trying to work out, actually. How much teaching do you want to do? How much clinical work do you want to do? Um, if you if you're really interested in doing the teaching side of it, then maybe doing more teaching if you're still not sure you still wanna keep handing clinically. There may be a bit more clinical work. Um, so just I think top tip number one is Make sure you know how much teaching you gonna be doing when you apply, Um, and just work out what different job options are what might be best for you. Really? Um, I want to touch a little bit on what I've sort of labeled as teaching in disguise, which I suppose is a little bit of a tricky term, really. But, um, there are some job roles out there which might have, um, education time linked to them. So specifically, some clinical fellow rolls where you're in sort of a trust grade clinical role, and you might have a proportion of your time allocated, sort of a special interest in education. Um, and sometimes that education can be teaching medical students. Sometimes it can be, um, self education, Personal education. Sometimes it can be, you know, educating nurses or other colleagues in the hospital where the junior doctors, um, sometimes there are different again different combinations, so you might have a 50 50 role. Um, as a sort of clinical education fellow, um, I just want to touch on the fact that you might, depending on the role, have less involvement directly in teaching. Um, compared to a clinical teaching fellow roll which can be subtly different. Um, and as I said, education can take many forms. So in some of these roles, the education might be your own personal developed time, development time, your own personal education. It might be involving teaching medical students it might be doing other forms of education. So, um, just make sure you know what you're signing up for. And you know what the role involves when you're looking at jobs when you're looking at applying for jobs and when you do apply for the job. Just having that clarification about what the teaching component of it or if it's an education role, what form that education is going to take? Um, and generally, in my experience, these roles have been a little bit more biased towards service provision and clinical work. With that sort of added incentive of education, rather than being a sort of predominantly, your role is as a teacher, and you're doing a bit of clinical work on the side. So even the distinction between the 50 50 clinical teaching fellow role and the 50 50 education fellow roll can be slightly different. So just know what you're signing up for and know what you're looking at when you're looking at the sort of job descriptions and things like that. So, um, what teaching roles are? They're out there, so you might be predominantly teaching over one year group or one course, you might be sort of allocated to a certain specialty. You might be teaching, of course, various different year groups and courses. Um, you could have leadership responsibility for a certain year group, of course. Um, and sometimes the teaching work that you do might be linked to a certain specialties. So in the hospital that I work and we have specific, um, teaching fellows that are only teaching in obstetrics and gynecology that are generally s d three level or above, who sort of only do, uh, wasn't going to work. We have other teaching fellows that work across all of medicine and surgery and emergency medicine and other specialties. So, um, there are various different roles and different specialties. Um, that might be linked to teaching roles. So again, knowing what you're signing up for, um, and knowing what your specific job might be links in with if you're applying for a particular role or if there are a number of roles that you could apply for knowing what the options are so that you know what? What? What's going to be available to you before you apply. Really? Um, the clinical work in a teaching role. Um, so most teaching roles that I've come across have some level of clinical component attached to them, even if it's just 10%. Um, so most teaching roles have a bit of clinical work there, and it might be on a supernumerary basis, or you might be part of the rotor, and I think again, getting clarification of that when you sign up for the job is really important, because if you're on a rotor, there might be drawers back to, you know, working out of hours. There might be, um, bit of of service provision that you might get drawn back into away from your teaching role, whereas if you're supernumerary, have a little bit more flexibility about not being required on the wards not needing to be there. So your focus can really be on the teaching you're delivering, and the clinical work is almost a bonus alongside the teaching you're delivering. Depending on the role, that urine, you might be able to dip I/O of various specialties. So in my 1st 50 50 job, I got the option to do to six month placements in the role that I'm currently doing. I've got the option basically to dip I/O of the specialties as I want to, which is really nice. So if there were specialties that maybe I wanted to try or going to sort of taste the days and I could do a couple of days in one specialty in my 20% e clinical time or I could just work in one department that I felt comfortable in, Um, and again, making sure that you know what you're signing up for before you do it. Really? Um, and, as I said previously, especially, might be linked to that role or the teaching. Um, so you know, knowing what? What role? Um, what role there is whether it's a clinically linked role or not is quite important. And then your clinical work might, um, and teaching pattern might differ. So you might have alternating days. You might have alternating weeks alternating months. Or there might be a set block of teaching time in a set block of education time and again working out what's best for you, whether you want to mix teaching in clinical work or whether you want to just, you know, have a block of clinical work and then a block of teaching whatever is going to work best for you and your sort of lifestyle choices and and everything else you want to get out of the job. Really, Uh, so what does my job actually involve? So, um, it varies quite a lot depending on the specific role you've got, and I love love teaching involved. So initially when I was doing my 50 50 job, I had less sort of admin and organizational responsibility and less of a leadership role. Um, and I was actually sort of more dipping I/O of teaching across various year groups helping out, um, with, um, teaching basically what I wanted to do. Really? Um, there was a sign up sheet which I could choose to sign up to teach clinical skills or simulation or bedside teaching. And I could avoid the specialties that maybe I wasn't that interested in and do more of the specialties that I was, which worked really well for me. Um, generally the more involved, um, in the sort of admin and the student involvement. And the organizational side, um, is in those more sort of teaching focused roles where you might be on a 90% teaching or 80% teaching where you might be heading up a teaching unit or organizing more in that role. And again, sort of you need to have a think about whether you want to just, you know, dipping it out of teaching or whether you want to have more responsibility. Um, the more responsibility you have the more sort of student interaction you have, and you might be involved in sort of managing student difficulties, managing student timetables, organizing timetables, organizing, teaching, um, and things like that. So again, that's something to consider in the job role. Obviously, we do lots of teaching, and I'm gonna come on to the sort of various different aspects of teaching. I cover in a little bit. Um, we do a little bit of assessment. So whether that's formative assessment, basically giving students feedback on their performance and how giving them options to improve and tips and advice on how they can do better in the future or, um, or Summit of assessments. So occasionally we get asked to help out with examining students on the ward. So that might be through many Texas and CBDs that count towards their assessments. It might be through helping to examine students are off skis, um, and, um, in other forms of assessment like that. And sometimes we also get involved with looking through portfolios of evidence that they've collected if they've got to produce the clerk in portfolio or evidence of, um, you know, engagement in the wards we might be looking through that and signing them off to say that they've been attending adequately and that they've got adequate engagement and that they've, uh they've met the requirements of the course in the whatever evidence it is that they're showing us. There's a lot of admin and a lot of prep and a lot of emails involved in my role at the moment. So I think again, that's not something to be underestimated. Um, there's sort of teaching is is the sort of tip of the iceberg, and it's actually everything else that comes around it that's quite involved sometimes. So in those more in those more teaching involved rolls, there might be a lot of admin organization time tabling, email, answering, preparing, teaching sessions, developing teaching materials. So, um, just be prepared for a bit of other stuff, as well as doing the actual teaching on the ground and something that's really, really, um, easy to overlook. I think, and and actually really shouldn't be underestimated is the amount of pastoral care and support involved in these roles. Um, and you're often the first point of call for students when they've got challenges or difficulties, whether that's on the wards, whether that's for the housemates, whether that's something at home, you're often the person they come to first, and you're often the person that they speak to about these things. So, um, it's a really, really important part of the role, I think and really, really important to be aware of that before you go into these roles. There's usually great support for you as the teaching fellow to escalate and to share your concerns. And there's often training involved at the start of the year to help you through that. So it's not something to be worried or scared about. But just have it on your radar that actually you're probably gonna be dealing with some challenges and some difficulties and student concerns. And, um, it is a bit of the role that you that you might not have been aware of, and when I thought about that is quite a large part of the responsibility. So what sort of teaching do I do? And so at the moment, the course that I teach on has a lot of CBL, which is case based learning. Um, that carries on through their clinical year, so they have cases every week that they have to go through. Um, there might be some problem based learning, depending on what course you're helping to deliver and helping to run. Um, it might be tutorials that need to be delivered, which can either be centrally set or might be set locally. You might be asked to develop a tutorial on a certain topic and deliver it. Or you might have students come up and ask you that they've got a gap in their learning that they don't feel the curriculum has been has covered and that they want a bit more extra teaching on something. So, you know, small group teaching is most of the teaching that we do. Um, I look after a couple of tutor groups, so we have sort of regular meetings to check in with them, see how they're going, have a bit of a discussion about any cases they've seen on the wards or any patient. They've seen any difficulties they've had, and that sort of links in with a bit of pastoral support and pastoral care. Um, we do lots of clinical skills teaching, which is quite fun. Um, some of the equipment can be that challenging to get your head around sometimes and leaking venipuncture arms and ABG machines that don't work. Um, but clinical skills is fun. It's hard work. Um, but I think students really appreciate it, and it's it's sort of yeah, for the early year students, it's something they really appreciate getting hands on. Get practical. Um, obviously history and examination skills really important. We do some bedside teaching. We do lots of simulation, which is really good fun, um, quite challenging sometimes to develop those scenarios and and build them up. And it takes a lot of mental mental work on you to deliver really good simulation teaching. But again, I think it's really well received by students, and it's quite a fun part of the teaching curriculum to deliver. Um, and we often do Murkowski's and mock exam scenarios to prepare students for for their summit of exams at the end of the year, benefits of the job. So I really like the regular working pattern. I work Monday to Friday 9 to 5. There's not really an out of hours work. It's really regular. It's predictable. Sometimes I can work from home if I'm not teaching if there's materials I'm developing, or if I'm just answering emails and doing admin work, which is nice. Um, it's a nice break from the high intensity clinical environment. It can be busy at times, but it's not that sort of pressured environment that you're working in clinically, which is really nice. Um, and I really like the fact that you can get to embed into a team for a bit more of a prolonged period of time. You're working with the same people for a year. You get to know them. You can get to sort of, um, really develop those relationships with people that you might not have had a chance to and sort of rotating every four months in a job. Usually, most of these roles have a funded PG sir in medical education attached to them. So that's something to really look out for. Um, and if if it's not something that's clear, ask if there is any funding available. Um, ask if it's something that they that they would offer you. Um, that's a really nice perk of the job, and you often get time to to go and do the work on that so study. Leave usually around 15 days a year, which you can use to for study days for your for your P g cert. You can use it to go on courses. Um, there's often study budgets available, and that might be from the from the team you're working with. But a lot of trusts actually have money available for sort of locally employed doctors or trust grade doctors. Um, you can apply to for for funding for courses or, um to go and go and do other things that you might be interested in. It's a great opportunity to develop any research ideas or any projects you've got teaching innovations, evaluations of teaching those sorts of things and present conferences. Um, And if you've got enough time and if you've got enough energy, um, so perhaps write them up for publication afterwards, which is which is really good. Um, and obviously great time to revise and sit exams. Um, you're doing lots of learning that it's probably going to be coming up in your exams. That sort of a medical shooting level, um, in your sort of postgraduate exam. So you're covering the basics of that and you get a bit more free time to be able to do it. Some challenges. Um, I think don't underestimate the amount of in time. There's quite a lot of time spent answering emails and supporting students, so that's a really large part of the job. And as I said before, the pastoral care and support can be really challenging sometimes for you personally. Um, and it's quite a large part of the job, so just be aware of it and make sure that that you know, you're gonna be dealing with that sort of stuff. Um, students ask difficult questions and quite obscure questions sometimes. So, you know, be prepared to not know the answer sometimes and and ask them to go away and look it up and come back and tell you Or, you know, just be able to say that you don't know. Um, and sometimes you might have to be involved in discipline, which can be quite challenging sometimes, especially if you can sort of see yourself being that student. And you know, if people aren't turning up or if they're, you know, talking over each other, they're being disrespectful or they're not being professional. Um, you know, sometimes you do have to get involved in a bit of discipline, which can be a bit challenging. Um, and I think there is quite a high level of sort of organization required for you. At a personal level, you're usually managing your own time. You might be involved in organizing timetable ng for the students as well, so being able to manage your time and there's is quite important so options for building your CV in your portfolio. So we've touched on a few of them already. But there's those opportunities, both clinically and educationally. Um, you might have a leadership role or responsibility for sort of leading a group or, of course, which is a really good thing to get on your CV. Um, there might be an option for a PG certain medical education, which we've talked about, and actually, that's a formal teaching qualification. So points for future applications, Um, there's loads opportunities to collect feedback on an individual level as well as a sort of group level on your teaching, which is really good for portfolios and future showing evidence of, you know, improvement in teaching and evidence of you as a being a an effective and a good teacher, Um, as we've touch them before medical education, research projects or innovations and developments of new teaching. And from that you can then go on and maybe some abstracts and posters. Um, so if you develop a teaching project regionally or locally, you can, uh, some more points on the C V, something abstract. That's points for the C V as well. And and for future applications in your clinical areas, you might want to get involved in some cute or some audit their if that's something that interests you, Um, and it's often a good opportunity because you've got a bit more time on your hands to be able to get involved in things like that. It's a great option to get a bit of clinical experience in some areas that maybe you're interested in, that you might not have had an opportunity to in your foundation years. Um, other options. You can get involved in examining students, as we said in sort of formal assessment, so that might be enough skis or in final examinations. Um, you might want to get involved in working directly with the university, so these are a few of the things that I've got involved with with the University of Bristol. And since working here, I've been involved in doing emissions interviews for prospective medical students. Been involved in some outreach projects and some summer schools and things like that. Um, some central teaching. So delivering some lectures for a whole year groups, um, and some standard setting exams. So deciding on the pass mark for student examination sort of finals level exams, Um, and one massive benefit. Obviously, you've got more time to pursue interests outside of work doing that. Nice regular 9 to 59 to five week, um, appraisal wise. So usually appraisals, uh, will be done on your local system that each hospital and trust will have a sort of different system set up to do that with. So, um, find out what system it is and what you'll be using and what sort of formats of evidence you need to collect for that and what sort of input you're going to need to put in there. Um, it's quite useful to keep a sort of folder of evidence. So any certificates you've got from courses, you might have been on any details of study leave days that you might have done, whether that's related to your P g cert or any other study leave and just keeping a note of what you actually did with them any extra sort of CPD so continuing professional development that you might do so If you listen to any medical education type podcasts or any medical podcasts reading the journals doing E learning modules, all of that sort of stuff can count to CPD. Um, and if you're not that involved clinically in your role having these sort of bits of evidence that you're keeping up to date with current practices, that sort of evidence that you're engaging can engage in clinically. So even if you've not done that much clinical work, you can still show that you're keeping up to date and keeping engaged and making sure that you're taking all of those good medical practice boxes. So appraisals are sort of generally structured around the G M C good medical practice, Um, and they want sort of evidence that you fulfilled all of the boxes and the criteria. Um, it's usually relatively straightforward to just put some information in there with a bit of evidence about what you've been doing that year to keep up to date. And obviously, if you've got some evidence to remind you of what you've been doing as you go along, that's that's, uh, relatively straightforward. Just to move all over from your uploaded to whatever system you're using, Um, do a bit of reflection as you go along. If there's something interesting you see, you're interesting, you do or challenge you face, and then you can have that uploaded there when you when you get to it. And if you're doing any clinical work, you might want to do some work place based assessments. Um, you can either print paper forms. Um, if you want to, or I think there's a if you got a medal portfolio, there's an option on there to, um, to send people tickets for, um, for many cakes and CBD. So, um, there's there's not a requirement. I don't think to do them from all the appraisals that I've had. But sometimes it can be sort of useful for you to, um, sort of gather a bit of evidence that you're engaging in that you're still learning and that you're, um you're trying to improve clinically as you go along. So tips for getting a job The roles are quite competitive, and I think they're getting more and more competitive as more people find out about them. Um, so if you can try and do things now to maximize your chances of getting that job, good things to do is try and get involved in teaching and get feedback if you can. Um, that teaching could be anyone. So medical students on the wards It could be other junior doctors. It could be nurses that could be formal teaching sessions. Or it could just be some informal teaching. If you've got a medical student on the ward and you go and see a patient, do some bedside teaching, Um, just, you know, ask them to give you a bit of feedback, even if that's just on a bit of paper. Or if you've got a quick feedback form set up that you can send them an email, um, and get them to give you some feedback on that, Just as some evidence that you've given some teaching, you might want to try contacting the local undergraduate teaching team at your trust, Um, and see if they've got any teaching opportunities for junior doctors to help out with. And there's usually quite a lot of teaching going on, and people often want help with it. So that's often a really good place to to look. Um, there might be short courses in teaching available. Um, some universities offer free courses if you're involved in teaching their medical students. Or they might be able to guide you to, um, courses that are run by that university. That that might be appropriate. Um, there are loads of online courses in teaching, so have a look for those. If you can't find anything locally, um, you might want to try and use some of your taste. Today's to do some teaching or shadow. Some of the people are doing teaching in your local trust or your local hospital, Um, and usually to try and get a job. You want to have some sort of level of engagement in teaching previously, so even if it's informal teaching, try and get some evidence. Try and show that you've done some teaching, try and get involved, and that's going to put you on a good foot forward to get that job. Um And if you know where you want to work, if you know you want to go for your teaching job, try and find out who's doing the job at the moment and speak to them and find out a bit more about what they're doing and what the job involves. Where to find the jobs. Um, so they're usually gonna be advertised on NHS jobs. Um, clinical teaching fellow or teaching fellow will usually get you the results. If you use those search terms, be a bit wary, but you could use things like clinical, fellow or clinical education, fellow or education fellow. Um, but just make sure that those are the jobs looking for and what you want to be doing with your teaching or sort of more, UM, service vision focus. Jobs that might just have a bit of teaching added on you can reach out to local hospitals and that you're interested in working at and find out from them when they're advertising or where they advertise. If it's not an NHS jobs, Um, and from my experience, most of the jobs start to get posted the beginning of the year. So around sort of January, February time with others coming on a bit later in March and April. So that's the time to start looking out for jobs. Although you can set up an alert on NHS jobs once you've got your key words in there and you're sort of location, terms and things like that, so it will send you a a weekly sort of update of any jobs that been posted. So you could even do that right now. So application interview tips were Just whistle through these quickly, so make sure you show your interest and engagement in teaching through your previous experience and get that on your application form and then get it involved in the in in the interview, even if it's informal teaching, Um, talk about any courses you've been on and what you've experienced in that what you've learned from it, what you've gained from it. I think pastoral care and support often comes up in interviews and just make sure that you've you've covered that. If that doesn't come up and that you do, do you speak about that because I think it's really important. Um, speak about your personal organization in your time management and know the specific details of what you're gonna be teaching, what the course is, what the curriculum is, how it's structured. Have a look at the university websites or speak to the people that are doing the job at the moment. So show that you know what you're going to be teaching when you apply for that job. Um, interviews often involve this sort of mini teaching scenario, so that might get thrown on you on the day. Or you might have a chance to prepare that beforehand. So if it's not, um, if you're not asked to prepare something beforehand, just make sure you've got in the back of your mind. If they do ask you to do a lot like five minute teaching scenario on something that you've got something ready and prepared that you can talk about on the day, um, and maybe think about how you might change or develop or improve something in the teaching world. That's quite a common interview question about, you know, Is there anything locally you think we we could develop? Um, and how would you go about doing that? And I think that is me. Thank you very much for listening. Brilliant. thank you so much. Thank you so much for that. So, guys, if you have any questions, we're going to have a time for questions at the end. So if you won't be able to remember them, then pop. Pop them in the chat box and we'll answer them at the end. If not, reserve your questions and then put them in the chat box at the end and we'll discuss them as a trio. Um, so this is our talk, Um, and just to let you know, a little bit of a plug for a scheme that we run as the portfolio clinic. It's a mentor mentee scheme whereby you can sign up on our site and you'll be allocated to a mentor who will guide you through applications and things for whichever specialty you're looking at applying to. So there's We've got five reasons to register as a mentee. So first of all, you get virtual clinics with your mentors. You get one on one personal time with your mentor to look at developing your portfolio, and you get support with both your professional and clinical development as well. In that, as I said, you get personalized portfolio feedbacks. You do get back on your portfolio specifically as somebody who's been through it and and has come out the other side, so to speak successfully. Um, yeah, my advice on your, uh, specific specialty applications, and we also do smart goal setting. So it's it's something that I would really recommend. Um, you guys all signed up for because it's free and and it's targeted advice on your specific portfolio on how to develop you don't leave it too late, because often people do. And then they panic and think, Oh, I don't know where I need to pick up the points. And if it's something that you can pre empt early on as to where you might be missing your points in your portfolio, and it's something that you can combat and target later, early on, rather than right at the last minute. We don't have any more episodes for this series. This is the last one. However, you can watch them all back on medal. And also, um, we're going to have another series in about March time just to go over everything again with different speakers to get different, and they'll be different aspects and we'll focus on different things as well. I know some of you have asked for specific specialty application advice. And what we devise at a minute is to go and and join this scheme the mentor mentee scheme. Because you can get personal advice rather than generic. Kind of, um, webinar advice, which is great, but you can get here personal advice at the minute before our next set of talks. So over to a Thank you so much for joining us. Thanks. Holly. Um, I've been having a little problem with my camera. Is it all working at the moment? Beautiful. Working. Well, brilliant. Um, I hope nothing closes in the meantime, but thank you very much for the opportunity to speak on behalf of the portfolio clinic. Um, as part of their teaching f three, um, f three series. Um, I just want to share a little bit for the next 15 or so minutes about, um, my my route to a teaching F three a little bit about why I kind of pursued it and talk about the pros and cons, uh, off the job. So just a bit of background. Really. I'm I worked as a foundation training in the Trent Dean ary, uh, alongside Holly in Chesterfield and Derby Hospital. Um, where we shared many highs and lows of the foundation. Uh, foundation training lifestyle. Um, and by the time we got to the application stage around early F two, um, and I knew I wanted to do kind, of course, surgical training, but my portfolio really wasn't anywhere near where it needed to be. Um, so from that, I decided to explore that opportunity of undertaking an F three. Um, initially, I was kind of looking at junior clinical fellow post. So that's six months or one year long post in a specific surgical specialty. And I thought that would be a kind of an opportunity for me to get to know a department, um, kind of do audit projects with that department to build my portfolio. But the other thing I kind of looked at were these more formal clinical teaching posts. Um, and at the end of it, what I ended up with was as a medical education fellow and anatomy demonstrator at the University of Leicester, Um, and the kind of reason why I decided on the kind of the medical education teaching post was, it was it gave a little bit more time to build that portfolio, for course, surgical training and also the opportunity and and time to revise for exams. And I thought, whilst teaching, you know, obviously my own learning is building at the same time. So it gives you that kind of good foundation, um, for exams and the kind of way I went about it was to look at different options on on the NHS jobs website, uh, specifically specifically for teaching fellow posts. Uh, but ultimately, the this Lester, uh, medical education fellow job was via an advert from the foundation school. So that's we're kind of regular emails that we received from our foundation school, which advertised this job. And and then the application process was mainly kind of an online form which involved a little personal statement type about 200 words, uh, talking about why I wanted to pursue a career in teaching, Um, and also a more traditional CV, Uh, just listing various achievements. I had, um, and ultimately was called for an interview. And the interview, uh, similar to what Ed said was a five minute mini teach style presentation on which were given a choice of four topics. Uh, and and afterwards, a more traditional style panel interview, uh, which run for about 15 minutes. And the kind of things that were asked where, uh, what is your kind of proudest achievement on your CV? Um, could you describe as time when a teaching session didn't go to plan and how you, um I think we may have just frozen. So wait for him to run Buffer. Sorry. Is that working again? Yeah, I think I think my internet can't quite handle, uh, the entire, uh, all the video of the audio. So it keeps refreshing the page, but which can quickly just get my slides back up. Mhm. Sorry about that. So yeah, So just going on to a little bit about the interview, It was a kind of a mini teach presentation, and then the traditional panel style, and they kind of asked about proudest part of my C V. Um, when the teaching session not go too well. And what attracted you to the job and just kind of like a sort of sort of tip for this part was there was a long section at the end of the interview where I could ask questions. And I think in that time I kind of was really interested and showed my enthusiasm for the job. So and for the Post and beforehand. I did quite a lot of research into the actual medical medical education fellow post in Leicester uni uh, and I knew that there was a big involvement in the anatomy demonstrating side of things, and that's really what attracted me to the job ultimately, because I do want to go into surgery and, um, have been about six or seven years since I was in the dissection room to have that opportunity to, uh, revisit that knowledge and really build that solid foundation. Uh, is really useful. And I think that's really interesting, actually, because with because I did a couple of clinical teaching fellow interviews and for my first one, I underestimated the importance of that. Do you have any questions for us because I went in thinking, I love teaching? Therefore, I love this job and didn't quite when they asked me if I had any questions, it was more just or what do you see my day to day working style being like, rather than having research what the Post was had a chat with a cup of clinical teaching fellows in that area as to what the job entailed. I kind of had a quite a broad overview because I just loved teaching. To me. Any job was just great in teaching, and I think that's probably where I fell because I didn't have that. As you said, you have that interest in the specific reasons why you wanted to do that teaching post, whereas I was just I love teaching so I'll do any teaching post. And I think that that's a really good point point to make to, um, the viewers about that, that you you specifically go. And as I said, you know, specifically, go and look at different fellowships that you're going into Absolutely, I think just explain that enthusiasm in that time for questions and was probably a big deciding factor in, uh, in kind of appointing someone because they want they want to see your enthusiasm not just for teaching, but that you're interested in that specific. Yeah, very much. Absolutely. Um, and in general, And just to talk about my kind of week to week post. Uh, so I think slightly different from, uh, the teaching fellow post that ed sort of described which had some element of clinical medicine. Um, I, um, purely focused on medical education. So that's, um, teaching to preclinical years. So years one and two. And and there's no clinical commitment whatsoever on the how do you find that? So I think we might be buffering again, so we'll wait for him to join back. I think he's still at work. So he's on, as we all know, the beautiful NHS, WiFi or the university WiFi. Mhm. Hello? Hello. Your back. I'm so sorry. What you call it, I think my my internet is really not appreciate this, um, your the amount of bone. That's music. Um, So how did you find? I was just asking. How did you How do you find the not non clinical aspect? Because I don't find that really different. So how do you find taking up your time at a clinical work for a year? Absolutely. I think, um, this, uh I think we're just buffering again. Don't worry, guys. Your screen has not frozen. Hopefully, the signal will come back soon and we'll be able to hear about I do sort of miss that kind of medicine. The dizziness at all. Um, is that what you got? Other slides back up now, slides are not yet back up. Uh, yeah, I can see them. Yeah. Um, yeah. So absolutely, it's it's a little bit different where it's really focused on the, uh, 1st and 2nd year. Um, pre clinical teaching. Um, it's very anatomy heavy and physiology heavy. And to build on that, I do about five sessions a week, and just to outline what a session is, that's either a dissection room session. So working in the dissecting room, helping students with their dissection, Uh, and and that is typically about four hours per session. Or it's a small group work session. A small group work session would be similar to kind of like a tutorial style system where there's about 10 to 15 questions to work through about a particular unit. And currently, the modules I teach our muscular, skeletal, uh, urinary head and neck and reproductive. So there's each session one of those sessions a week, and that obsession might be in the dissecting room teaching head and neck anatomy or teaching reproductive anatomy. Or it might be a small group work session focusing on a little bit more of the physiology side, Um, of things, um, and and my role in those kind of small group of work sessions are mainly as a facilitator. So, um, students will be go working through their questions and they might have a couple of queries. And it's my job to just kind of provide that clinical background, the clinical context, why certain questions are important. Um, and also just answer any other, uh, kind of the physiological processes questions. But a lot of my time is really focused. Um, a lot of that time is really focused on in in the dissecting room. Um, because I think that's really what appealed to me and, uh, that that is where, where I think the students are getting a lot out of the sessions. Um, so that's about five sessions a week on Wednesday afternoon, and there is a PG set that's funded for in this role, and I will talk a little bit more about the PG set later on in the talk. Um, so five sessions a week that means is about four or five sessions, four or five periods in morning and afternoon. Relatively free. Uh, and that time is spent preparing for those sessions. So reading a little bit about the questions, understanding the physiology behind certain processes and especially in for anatomy, some of the head and neck commode. Jules, we organize briefings. Uh, the head of anatomy goes through the dissection with us first, uh, as the medical education fellows. And then we're able to teach that and explain to students what are the important structures to identify the important techniques. Um, and and even often, what I didn't realize is we're in the textbooks. Is that clear? Anatomy descriptions. But there's actually a lot of variation in the in the bodies that are donated and the sessions that we do. Um, so I say that is a tip. Okay, so we've just buffered again. I'm sure he'll come back in a couple of seconds, as he has started to do and and look at him more about his time as a teaching. All right. I think, um, I think what I'll do is I'll probably just keep my camera off perfect, because I think it might be the camera, which is, um, taking up most of the memory. Yeah. So really sorry about that. Guys. I'm sorry for all the inconvenience, but I'll quickly get the slides back up and we can crack on. So are you able to let me know if the slides back up? I can see the teaching of three. Yeah. Brilliant. Um, yeah. So that's a bit about the week to week and for the next. But I thought I just talked about the perks of the job, so I'm actually really enjoying it. Uh, at one point, I was, uh, always considering not going back into clinical medicine, but, uh, we'll see how that goes. Uh, the main perk being the kind of regular working time. So not shift work. 9 to 5. No one calls. Um, it just means you're you're kind of a bit more free time for your life. You're able to plan things and organize kind of social activities a lot better. Um, but obviously it's and I don't leave work as stressed as I used to. Uh, in the clinical job, I don't finish late. Uh, usually early of everything. If anything, and it's actually really lovely to see how appreciative, uh, the students are for you kind of giving your time for that teaching. So the students are super appreciative and even the other the staff working in the medical school, um, really appreciate the role that we have, uh, teaching the students. Um, another big perk for me was the anatomy demonstrating side of the role? Um, it's really helped me in my own learning and especially preparing for the examination, uh, for the postgraduate MRCs examination. Uh, just that background anatomy knowledge is was really, really useful. Um, again, the PG certain qualifications is paid for, and it's also in built into the timetable. So it's not something you're doing as an extra, uh, all the other 18 medical education fellows in the office also do that PG cert. And we kind of bounce ideas around each other. Uh, which is just really, really useful. Really nice. No, absolutely. I think the entire office it's it's just a really nice working environment, uh, to be honest. And I think the another great perk is we get all the university holidays like a really great all of Christmas, all Easter plus another 25 days of annual leave. On top of that, um, and with that, they're extremely flexible with with study leave, they understand that a lot of people are doing this is their f three. Um So whenever exams are coming up this time off for exams, plus a few days before just to really drive that revision home, um, during kind of January for every time they know it's, uh, time for postgraduate interviews, uh, very flexible with giving that study leave for that, uh, and me personally haven't gone for any conferences, uh, since I started in September. But I know a lot of the other medical education fellows have, uh, spend time out to go to conferences and and then also a few additional opportunities not specifically related to that dissecting room, uh, teaching all the small group work teaching, which are We can get involved in lecturing and interviewing. And I will speak a little bit more about those additional opportunities later. Um, and finally, it's a really good opportunity just to get to know kind of academics in their field and and build that rapport with them. Um And then they will invite you to help out with, uh, kind of different projects that they have underway. Um, so I know myself. I'm particularly interested in the NT. Um, so I've been speaking to the head and neck lead, and they've kind of help giving opportunities to lecture for the special senses module. So that's, um, is nose, um, and also ophthalmology, which I'm not as interesting, but, uh, the opportunity is brilliant. Obviously, there are some downsides to the job mainly related to pay. So the pay is about approximately the base F to pay. Um, so but that kind of is reflected on the 95 lifestyle of the job. I guess the main kind of pay advance enough to are due to those on core commitments, but because of the regular 9 to 5 Monday to Friday aspect of it, um, a lot of people do locum on the weekend, um, to boost their pay. Also, during those holidays, a lot of people do locum as well. Another, uh, strange side is because there's no clinical aspect of the job whatsoever. Uh, the appraisal system is slightly different. Um, so with junior doctors not in training, uh, there should be an appraisal every year. Um, often times you can get away with it with the first year because most people will apply for a training program, and once they're in a training program, you're automatically have an appraisal process. But, for example, if I was to do this job for two years, I'd have gone two years without an appraisal. And I need to find a regulatory designated body to help me with my appraisal and my clinical skills. And with that, it is just about collecting evidence about your continuous professional development. So that includes using the PG cert. Um, any other additional conferences, you go to to, uh, to show the GM see that you are keeping up to date with your medical practice. The university are also really helpful. They said they will give a academic appraisal, but which can form part of the evidence of a clinical appraisal. But it's the clinical side, which is lacking in this medical education post. Another thing is, with a year out of clinical medicine, I do feel I will be de skilled, uh, when going back. So that is definitely something I'm taking into consideration. Uh, because I'm just a little bit worried, and I think towards the end of the the job and I will probably take do a few more locum shifts just to get used to that clinical side of medicine before hopefully being back on a training program. Um, lastly, Similar to to what Ed said, Sometimes you do have to act in that disciplinarian role. Um, these are pre clinical students. So 1st and 2nd year and recently I found out that some of them were born in 2002, which, uh, caused me to have a little mini meltdown. But when I realized, uh, yeah, I think what's important is it is a professional course. Um, And when students are consistently turning up late, potentially being disrespectful, you have to take bear in mind that you're in a kind of education and roll at the moment. And these maybe people that you work with in the future, um, and and if you take kind of a little hard stance, uh, being a disciplinarian and the students will gain more out of it, you have a much healthier relationship with the students, and I think the entire sessions do work ultimately better But I know personally, it's not something I I've particularly done before telling people off for being a bit late or, uh um, just kind of say listen, okay. We need to be more focused on the work right now, and and that is an aspect of the job that I found really hard at the start. But if you kind of lay that groundwork down early, um, the students will respect you all the more for it. Uh, and then they'll gain a lot more out of those of those sessions. Um, and the next thing I wanted to talk about was about the p g cert. Um, so it's a postgraduate certificate in clinical education. Um, it's usually approximately around 3000 to 4000 lbs, but it's paid for by the the university. The fees are covered. Um, and what it involves is, uh, 34 week modules over the entire year. Um, so those four week modules will be those sessions on the Wednesday afternoon, uh, lasting approximately four hours. Um, and and the modules focus on. Initially, the first one was on learning theory. So that's exactly what learning is in different settings. Uh, the second, Uh, the second module is focused on developing learning outcomes. Uh, so how to write good learning outcomes? Who defines learning outcomes? And then the third module would be on technology enhanced learning. So that's developing skills for small and large group teaching using technology. Um, that is a little bit less to specific. On their postgraduate certificate, different universities will have slightly different modules, but more or less covering very similar things. Um, the other benefit of the PG, sir, is that it's, um f h e a accredited, which means you'll become a member of the, uh, you might have a fellowship of the Higher Education Academy. Um, what that is, it's a qualification that shows your commitment to teaching. Um, and it's a recognized and valued, uh, part that you can put at the end of your, uh, at the end of your title. Um, and it is recognized when applying for further education by different institutions. Um, another benefit of the PG, sir, is that usually does form the A big part of postgraduate training program portfolio score ing's. So, um, are there a couple of points to your commitment to training and teaching? Um is usually, um it forms a part of that and just a little bit about how, uh, the P. D set is assessed. So over the course of those that year, there will be three written assignments approximately 2 to 3000 length word essays, uh, and also an observed large group teaching activity. And and there was also very straightforward, um, 20 mark m c key paper on learning theory, but because, um, as a medical, medical education fellows were all part of that PG set, we all work together on on those assignments, and it really is. It doesn't feel like too much of a burden. And it is actually quite helpful in, uh, kind of designing strategies for teaching. Uh, absolutely. And, uh and and And lastly, what? I just want to touch on where those kind of additional opportunities that we have with this role. So, um, although personally, I haven't had haven't given any lectures yet. I know there are a lot of the medical education fellows who have spoken to unit leads being I'm particularly interested in respiratory. Um, is there any chance I could give a lecture on the pleura fusions or pneumothorax? for example, um, what I would say is, in terms of lecturing, there's a bit of limited flexibility. There are certain topics that need to be covered, and you may find yourself giving a lecture with using in someone else's slides, which is only slightly change because they do have learning outcomes that they do need to go through. Other opportunities include, uh, interviewing six form students during the application process. Um, so I personally have signed up for that, uh, and I'll be, uh, running one of the stations in the MM I interview coming up for Lester. Um, although pastoral support is sort of built in with the role, often you're seeing these students regularly week by week, you will be the first one to see if someone is struggling, and and they may feel comfortable with you to share what is happening. And it may be your role to kind of escalate that to the relevant people. But you can also take a slightly more formal approach in pastoral support and what that would without what kind of would involve is supporting five or five or six students in a group meeting with them, probably 2 to 3 times a semester checking how they're They're checking their progress. Um, collating the reports, um, from different modules and checking their formative exams to make sure they're progressing as they should be. Um, another kind of more formal, uh, opportunity that you can get involved with is the academic support. Um, So with the academic support side, you can run different workshops helping students with learning strategies and and getting them all together and saying, You know what? We all struggled in medical school. We've tried these different medical learning strategies for these different topics. Have a go at it. Come back next week. We'll see how you get on. And I know other people who have been involved in the academic support side, So it's actually really, really fulfilling. Um, seeing some of the most the struggling students, uh, find their own way of learning and just really progressing. Uh, with the course, uh, were also involved in designing some of the exam questions and standard setting. It's really interesting being on the kind of other side because during medical school I always wondered, how on earth do they set these past marks? Uh, what is the standard setting arrangement for that for that. But now we're involved in the the designing exam questions What goes into making a good exam question and setting the pass mark for some of the examinations, including the Yassky. Um, and finally, we will be involved in examining students for the Yassky. Um, the year too, sir. Leicester do doing a ski mainly kind of basic histories and examination skills, which we will be, um, involved with, Um so that's mainly it for the presentation. Um, I know, Holly. We just want to have a bit more of a discussion at the end, just relating to applying and building the CV. Yeah, I think if if ed wants to join as well, um, if it wants to come back and we can have a bit of a discussion as a three on that and guys at the same time, if you want to pop any of your questions on the chat, I can see one there already. Um, uh, we can go from there, but I think that's a really nice lied to end on, actually, with regards to the additional opportunities in getting involved in things that really interests you. So I do a 2080 clinical teaching fellowship. So do 20% teaching and 80% clinical. Um, and I got involved in more of the structure of the teaching and organizing the teaching schedules and things because I quite like that. Um, but as you say, you can get involved in different aspects as to what interests you. So how do you guys feel about that? So personally, I really enjoy the the variety. Um, it's, um I like that there's a kind of a set routine for what you kind of have to do and the modules you teach, but because there are so many of us, a lot of us can get involved in those other side's, um so I know personally, lecturing is something I do want to try my hand out. Uh, it is a bit of a nerve wracking process speaking in front of about 300 medical students, Uh, and it is very different when it when it's like in a lecture theater format, because they're all kind of just, like, pointed towards you. So, uh, lecturing is something I do want to, uh, have have a go at, but I absolutely think it's the the variety of different things you can get involved with. Because I think, like I said, you think teaching does make a big part of the teaching fellow, uh, role. But there are all these other opportunities and that are a big part of it as well, pal. Do you want to give a little opinion on that? And then we'll go through some of the questions. Yeah, I think it's a great opportunity to just get a really broad range of experiences in things that you probably won't get another chance to do, or that you might not even know that you could do. And you know all of those things that we've both spoken about. And and I think people you know, you make out of it what you want. Really. You know, some people do the job, do the teaching, maybe do a bit of other bits and pieces on the side. Um, and you know, and you can really carve your own sort of interest out in the role. There's those opportunities to get involved with whatever bits you're interested in. Um, so it's a great opportunity, just so yeah, it's very, really broad range of experiences. Um, and, you know, lots of these additional opportunities are really good things to talk about our interviews in future. They're great for, you know, sort of governance. If you're talking about standard setting and exams and and that sort of things, um, as lows. Yeah, those are really great opportunities for sort of building CBS and getting good, good experiences. Um, as well as the sort of core teaching you're going to be delivering. So Yeah. Brilliant. So, a The first question was for you. It was about your interview. What were the choice of four topics and you could give a presentation about, Um, yes. So we, um we were given this about a week before the interview, and then we just have to, uh, email back, saying which one we've chosen, Um, the one I did personally was clinically applied anatomy of the carpal tunnel. Um, the the the other options were, um, the life cycle of malaria virus, Uh, pathophysiology of type one diabetes. Uh, the fourth one was basic ABG interpretation. Oh, a bit varied. Yeah. And I think, um, what they're really looking for is something a little bit interactive. So what I What I did was I don't know if you guys use something called Kazu, which is like a quiz platform. Kohut. Sorry. To who? Uh who? Sorry. Um, so I used to hoot, which is, like, a quiz platform to make it interactive with the with the interviews. And they actually told us afterwards that they play like, a bit of a good cop bad cop, um, style, um, routine in the interview into in the interview. So someone is kind of, like, really getting involved. And then the other person just wouldn't get involved as well, Uh, as much. Um, uh, so that that is just to kind of bear in mind that if you feel like, oh, that person really didn't it seems like me, um, that it could be due to their playing a good cop, Bad cup style. And they also asked questions afterwards about the presentation. Uh, and I think, um, they will keep asking questions until there's something you can't really answer. And what they're looking for at that stage is for you to be able to say you know what? I actually don't know the answer to that. What I'll do is, uh, research it or, uh, kind of other strategies you can say are, um, if you're in. If you ask this question in a more small group setting, you'd ask other people what they think the answer could be. Or you'd use that as a learning opportunity and give them specific resources to try and look that answer up so they come up with it in their own learning. So it's kind of like it's not. It's not really testing your knowledge about that subject. It's testing your ability to handle the situation. Handle question you don't know the answer to. It's like that enhanced level of teaching, isn't it? That you because you know a lot of people can present. But having that extra additional aspect of, uh, the extra two girls that they're looking for, um, in a teaching fellow, which I think you know, I can. I can see why they're looking for it. Sure, everyone, we've got a couple more questions. Um, so one is how much Pryor teaching experience of successful applicants for teaching fellow jobs generally had. So I think that's quite varied. I don't know what you guys would think. I think It's quite varied, depending on the job. They're advertising for Ed. Um, giving you another couple of years in education. Do you want to start that one off? Would that be okay? Yeah, I think it is buried. And I think it's sort of I don't think it really matters like you don't have to have had a huge amount, more experience than the person next to you. But I think it's more about showing that engagement, showing that energy showing that interest, maybe showing a little bit about if you've been able to develop yourself if you've got a bit of feedback. And maybe if you've got feedback and you've changed something and then you've learned from it, you know, take get you back to those sort of classic interview questions and what have you actually learned from what you've done rather than what you've done? Don't tell me what you've done. Tell me like what you've learned from it and how it's changed. And so I think, probably if you if you haven't got a huge amount of teaching experience, maybe focusing more on what you've learned from the teaching experiences or what you've developed, what you've changed Or if you've done anything, to maybe change your personal style of teaching or what What you've learned from it, Um, if you haven't got a huge amount to focus on and even if you have got a lot to focus on, you know, drawing out those those intricacies and those extra details it's probably going to be more worthwhile than just listing all the teaching sessions you've delivered over time, Um, and again, just being engaged, being interested, being enthusiastic and showing your passions really about the job. But I think is what really comes through lots of interviews. Um, And if you haven't been able to, you know, deliver a lecture or deliver a small group teaching session if you can talk about the teaching experiences that you have had, you know, if that's just informal teaching on the wards or teaching at, you know, journal clubs or, you know, if you know, board based teaching, teaching medical students informally, you know all of those experiences that you've got. You've probably got some experience out there even if you haven't done any formal teaching. So, um, I think don't worry, if you haven't got a huge amount of experience drawn what you have done. Look for those teaching opportunities now going forward. If you're interested in applying for a job and then just talk about the ones that you've that you've really gained gained something from, and I think you can seek you can fall into. So I fell into my teaching fellowship. I did a junior clinical fellow. I'm doing a junior clinical fellowship in orthopedics, and it turned out there was a my registrar was leaving and she was the teaching fellow. So then I took over that role because I was keen teaching. And now I coordinate a lot of the teaching in the orthopedic almost teaching in the orthopedic department so you can kind of gain if you show interest. If you are and successful in applications for teaching fellowships, you can gain away into teach by showing that sheer enthusiasm. And I think you can do that in your F two year as well if you, um if you go to the educators, um, in you know, your education centers and so I'm really interested in teaching. Please, Will you let me give some regular teaching? You can get that, um, that foot in the door so that when you come to applications, you've got that experience already. I didn't really appreciate that until this year. That actually that people are very keen to have teachers. So if you show willing and show keenness, you probably will be able to find that experience relatively easily. So a the next question I'm gonna throw over to you if that's OK, because you've mentioned PG set before. Is do people applying for three teaching fellow jobs already have a PG? Sir, should we think about trying to do this before f three? Or is it best to try and get a teaching fellow job and then get it subsidized? So, what do you think? A job? Yeah, absolutely. So, um, I think there have been some people who are doing this medical education fellow post already with the P. G cert. And those people are then automatically put onto the PG diploma program. Um, so P g cert PG diploma and then finally, a masters in clinical education is the typical progression of, um, uh, further education and clinical education. Um, so if you already have, um, completed the PG cert, um, there are they do pay for a PG diploma. Uh, so and they kind of focus on slightly different modules, and it kind of builds on what you've already learned on the PG certificate. Um, what I would say is, um it's possibly not that important to think about doing a P G certificate before undertaking a clinical fellowship post. Um, I think if I didn't have the time in built to my timetable, I would probably find it extremely difficult to complete the PG cert alongside a clinical role. A full time critical role. Um, just because there are quite a bit of over kind of there'll be 12 weeks of contact days. So that are days that you have time that you need to take time off the ward, um, to to undertake those contact days one whilst doing doing that to do your extra study for it and complete the assignment would probably be a little bit too much personally, um, so I don't think it's the best idea to to focus on completing PG certificate, uh, for the purposes of, um, getting the teaching role, if you see what I mean. Um, instead of that, what? What are useful are the online courses and teaching. You can get like two day intensive course in teaching as part of the foundation school. They offer kind of one day teaching courses as well. Uh, so I think those are the type of That's the level you should try and get involved with prior to applying for a med or a clinical education fellow post and then during your time as the clinical fellow medical education fellow. That's when you should focus on completing PD certificate, and I think that balance gives you enough time to complete it and complete it well, rather than trying to cram too much in a short piece pay period of time. Brilliant. That's really brilliant insight, actually. So thank you so much. Um made Do we have any last questions on the chat before we disappear? Just wait for 10 seconds while we wait for 10 seconds just to see if there's any more questions. Do you guys want to give your main point that you want people to take away about teaching f three job Ed, Do you want to stop? Yeah. So I think my main takeaway is that there are loads of different options out there. Um, know what you're applying for? Work out what? You want to get out of the job and make sure you're applying for the right job, and that is the right job for you because there's a lot of different combinations and working out what you want to really important, and that's going to make Make sure that you get the bone out of the job, that you have the best year and you have all the opportunities you want from it. Really awesome. Thank you. And and, um, absolutely, I think. Senator. What? What ad? So there's so much variety out there, you can really look for the one that most suits you, whether that is being involved slightly in clinical teaching, or mainly in just kind of preclinical teaching. Um, what I'd say is kind of top tips. We are, uh, be able to talk about your teaching experience. It doesn't have to be vast, but talk when interview, talk about your teaching experiences and talk about the insights you've gained from your different styles. Maybe giving a presentation versus bedside teaching and how you're teaching style changes in those uh, sessions. Um, and in an interview just kind of really be enthusiastic and ask a lot of questions about the program. Uh, do your research about the actual, um, university or hospitals teaching fellow post, Um, so that your, um so that you should you should show that you're a really good candidate for them to to a point. And and lastly, I think I forgot to actually mention it Is that there's a current vacancy for the teaching fellow post at Leicester. Uh, so I just put a little q r code. Uh, if anyone's interested. Uh, what I would say is that the the role the I think the advert does clothes on the 29th of November. So if anyone's watching this on recorded format, you might not be able to use that the same QR code. But if anyone's been interested from from what I've said about the medical education fellow post at Leicester uni, um, please do have a look at it, uh, at the job advert. Brilliant. Thank you so so much. Both of you for talking. It's been really, really, really useful. So thank you. So, as I said earlier, please register as a mentor as a mentee for the mentor mentee program. Uh, and by the portfolio clinic. This talk was given to you today by the portfolio clinic. Um, and please fill in your feedback forms. If you fill in your feedback forms, then you get certificates for having attended this talk. So thank you to both of our speakers. Um, and thank you guys for for turning in and watching. And I hope you have a good rest of your evenings. Take care, guys.