Effective Clinical Communication: A Guide for Associate Clinical Educators

Meducate Academy Founder, Bob, assists a Pharmacy Undergraduate in managing a challenging patient encounter
Meducate Academy Founder and Training Director Bob helps a Pharmacy Undergraduate deal with a difficult patient

Navigating the intricacies of clinical communication is imperative for Associate Clinical Educators as they mould the next generation of healthcare professionals. Understanding this necessity, I’ve meticulously crafted a condensed yet thorough resource to bolster teaching efforts. Whether guiding budding medical practitioners or refining personal aptitude, this guide is designed to serve as an invaluable asset.

Mike Kinsella, Associate Clinical Educator, emphasizes effective communication during a cardiovascular exam with Undergraduate Pharmacists at The University of Birmingham
Associate Clinical Educator Mike Kinsella explains the importance of good communication with Undergraduate Pharmacists at The University of Birmingham

As an Associate Clinical Educator, it’s crucial for us to periodically revisit the expectations we have for our students concerning clinical communication. Recognizing this need, I’ve developed a concise yet comprehensive aid to assist you during your teaching endeavours. Whether you’re guiding aspiring medical professionals or refreshing your understanding, this simplified aide memoire aims to be a valuable resource for all.

In the realm of medicine, effective communication is not just a skill; it’s an art form. From conveying critical information to patients and their families to collaborating seamlessly with colleagues, the ability to communicate clearly and empathetically is paramount for any healthcare professional. In this guide, we delve into the importance of clinical communication for healthcare providers and offer valuable insights to help master this essential aspect of medical practice.

Why is Clinical Communication Important?

Clear and effective communication lies at the heart of quality healthcare delivery for several reasons:

1. Patient Understanding: Patients often come to healthcare settings feeling vulnerable and anxious. Clear communication helps them understand their condition, treatment options, and what to expect, fostering trust and cooperation.

2. Informed Decision-Making: Informed consent is a cornerstone of medical ethics. Effective communication ensures that patients have the information they need to make decisions about their care that align with their values and preferences.

3. Team Collaboration: Healthcare is rarely a solitary endeavour. Effective communication among healthcare teams is crucial for coordinated care, preventing errors, and optimizing patient outcomes.

4. Empathy and Support: Patients and their families are not just cases; they are human beings facing challenging circumstances. Empathetic communication can provide comfort and support, improving the overall patient experience.

Key Principles of Clinical Communication

1. Active Listening: This involves not just hearing, but truly understanding what the patient is saying. Pay attention to both verbal and nonverbal cues, and encourage patients to express their concerns and preferences.

2. Clarity and Simplicity: Medical jargon can be confusing for patients. Use plain language and avoid technical terms whenever possible. Ensure that patients leave consultations with a clear understanding of their condition and treatment plan.

3. Empathy and Respect: Treat patients with dignity and respect, and strive to understand their perspectives and emotions. Empathy goes a long way in building trust and rapport.

4. Cultural Competence: Recognize and respect cultural differences that may influence communication preferences and healthcare decisions. Tailor your approach accordingly to ensure effective communication across diverse patient populations.

5. Nonverbal Communication: Body language, facial expressions, and tone of voice can convey as much meaning as words. Maintain eye contact, use open body language, and convey warmth and compassion in your interactions.

6. Adaptability: Every patient is unique, and what works for one may not work for another. Be flexible in your communication style, adapting it to suit the individual needs and preferences of each patient.

Tools and Techniques for Improving Clinical Communication

1. Patient-Centered Communication Models: Familiarize yourself with frameworks such as the SPIKES protocol for breaking bad news or the teach-back method for confirming patient understanding. These structured approaches can help streamline communication and ensure key points are addressed.

2. Role-Playing and Simulation: Practice communication skills through role-playing exercises or simulation scenarios. This allows you to hone your abilities in a safe and supportive environment, receiving feedback from peers and mentors.

3. Continuing Education: Attend workshops, seminars, and online courses focused on communication skills in healthcare. Continuing education opportunities can provide valuable insights and strategies for enhancing your clinical communication abilities.

4. Feedback and Reflection: Solicit feedback from patients, colleagues, and supervisors on your communication skills. Reflect on your experiences, identifying areas for improvement and setting goals for ongoing development.

Conclusion

Effective clinical communication is not just a desirable skill; it’s an ethical imperative and a cornerstone of quality healthcare delivery. By embracing principles of empathy, clarity, and cultural competence, healthcare providers can forge stronger connections with patients, facilitate informed decision-making, and ultimately improve patient outcomes. Through ongoing practice, education, and reflection, mastering the art of clinical communication is within reach for every healthcare professional.

Join us on our journey of advancing healthcare education and empowering professionals for the challenges that lie ahead. Stay updated on our upcoming training sessions and university collaborations by bookmarking and following our blog Associate Clinical Educators.

If you’re a Clinical Lead or Medical Role Player and wish to discuss working with Meducate Academy Ltd., or if you would like us to give you a demonstration and a workshop at your institution.

Please contact: bobspour@meducateacademy.com or on 07870 611850

Meducate Academy’s Unwavering Commitment to Pharmacists & Physician Associates

Meducate Academy working-alongside-Cliniskills in-Slough

Meducate Academy is making waves in healthcare education, from a successful venture with Physician Associate students at Chester Medical School to expanding collaboration with Cliniskills across multiple locations. Discover the positive impact of our training, empowering healthcare professionals and advancing education as we share insights into our rigorous training programs, specialized sessions for pharmacists, and our pivotal role in supporting the upcoming NHS Pharmacy First directive in 2024.

What an extraordinary month it has been for Meducate Academy and its committed team of Associate Clinical Educators!

The journey commenced with our customary venture to Chester, where we collaborated with the newest cohort of Physician Associate students at Chester Medical School. It’s a momentous occasion as they embark on their two-year educational journey, and engaging with them about the upcoming year is always a highlight.

As the weeks unfolded, we further solidified our partnership with Cliniskills, extending our reach from Preston to Slough, Oxford and Reading. Our teams spent two days at each venue, actively participating in the training of Community Pharmacists, focusing on ENT and basic cardio examinations. The enthusiasm and dedication displayed by our educators in upskilling experienced health professionals were evident, with a robust presence of ten on each team.

A happy team of ACEs delivering quality teaching for our friends at Cliniskills
A delighted team of ACEs, after delivering top-notch teaching sessions for our valued partners at Cliniskills

At Meducate Academy, we take pride in our commitment to excellence, ensuring that only the most experienced ACEs join our ranks. We offer continuous on-the-job training and quarterly sessions, with our upcoming session scheduled in Birmingham on February 10th, fully booked due to overwhelming demand. If you aspire to train with us, be sure to get in touch or stay tuned to our blog for updates.

Responding to the high demand for ACEs in the Pharmacy profession, our training will be tailored to meet their specific needs. Our focus will encompass ENT procedures, manual blood pressure, basic cardio examination techniques, and even some gastrointestinal exams. During the session, we will delve into the CEST model, ensuring our training material aligns perfectly with the requirements.

With the imminent rollout of NHS England’s Pharmacy First directive in 2024, our strong partnership with Cliniskills has proven invaluable. Recognizing the benefits of high-fidelity simulation, they consistently enlist our Associate Clinical Educators for most of their courses. Cliniskills boasts a dynamic and engaging online learning platform alongside in-person training, providing a comprehensive learning experience.

The feedback from these sessions has been overwhelmingly positive, with a community pharmacist expressing how the clinical examination skills learned would empower him to confidently assess common conditions, identify high-risk presentations and red flags, and conduct hands-on examinations for Ear, Nose & Throat and Blood Pressure checks.

As we navigate through this dynamic landscape, Meducate Academy remains dedicated to advancing healthcare education and empowering professionals for the challenges that lie ahead.

Bob teaching 4th year Undergraduate Pharmacy students Cranial Nerves Examination technique at The University of Birmingham
Bob leading an engaging session for fourth-year Undergraduate Pharmacy students at The University of Birmingham

Our commitment to supporting The University of Wolverhampton and The University of Birmingham’s Undergraduate Pharmacy courses remains unwavering. We actively contribute to their programs through sessions focusing on communication and systems examinations.

In a recent endeavour, we conducted a session for fourth-year students at Birmingham, delving into the intricate subject of Cranial Nerves. While navigating the complexities of this topic can be demanding, the students actively engaged with our experienced ACEs, and to our delight, they left the session with smiles on their faces. Achieving such positive outcomes in a challenging area like Cranial Nerves is indeed a commendable feat.

Join us on our journey of advancing healthcare education and empowering professionals for the challenges that lie ahead. Stay updated on our upcoming training sessions and university collaborations by bookmarking and following our blog Associate Clinical Educators.

If you’re a Clinical Lead or Medical Role Player and wish to discuss working with Meducate Academy Ltd., or if you would like us to give you a demonstration and a workshop at your institution.

Please contact: bobspour@meducateacademy.com or on 07870 611850

Mastering Leadership in Medical Training: A Comprehensive Guide

Meducate Academy ACEs emphasise collaboration, innovation, and excellence in the dynamic field of medical training.

Discover practical insights for effective leadership in medical training with a focus on key concepts like the SMARTER model, team management styles, and situational leadership. Our guide discusses the importance of self-reflection, pacing in leadership, and applying a model based on environment, behaviour, beliefs, values, identity, and vision. Emphasizing collaboration, innovation, and excellence in the dynamic field of medical training, the guide outlines a commitment to empowerment and transformative leadership. Exploring leadership styles, it concludes with an overview of directing, coaching, supporting, and delegating, offering detailed behavioural approaches. A valuable resource for healthcare professionals navigating the complexities of leadership in medical training.

In my extensive experience collaborating with various organizations and overseeing my personal ventures, such as managing one of the largest Muay Thai groups in the UK and founding the Meducate Academy, I’ve come to understand the essence of effective leadership. Leading from the front, actively participating, and providing support are pivotal elements in successful leadership—a stark contrast to organizations merely paying lip service to teamwork.

Frustration often arose when working for teams that didn’t align actions with their words. This discontent led me to prefer entrepreneurial pursuits, where I could both work for myself and empower others. Many have asked me about the qualities of a good leader, prompting me to reflect on and document my fundamental leadership principles.

Here’s a concise overview of key ideas I apply daily. Your insights and experiences on these concepts are highly encouraged:

“When the best leader’s work is done, people say, ‘We did it ourselves’.”

Embrace the SMARTER Model:

· Specific
· Measurable
· Achievable
· Realistic
· Timely
· Ecology
· Resources

Recognize the 4 team management styles, with the ultimate aim of becoming a situational leader:

· A boss has conscripts; a leader has recruits.
· A boss wields power; a leader holds influence.
· A boss says “I will”; a leader says “we will.”
· A boss gets people to do things; a leader inspires them to want to do things.
· A boss is obeyed; a leader is followed.

Reflect on your leadership role in life:

· Identify existing leadership roles.
· Consider where you serve as a role model.
· Define what aspect of leadership appeals to you.
· Explore why you want to be a leader and what it will bring you.

Understand the importance of pacing in leadership, acknowledging and aligning with others’ starting points.

Pacing in Organizations Leading in Organizations:

· Manager – Leader

o Seeks control. – Facilitates change
o Keeps procedures going. – Creates new procedures
o Does things right. – Does the right things
o Mainly at the neurological level of skill. – At the neurological level of identity
o Administration. – Innovation
o Get people to do things. – Get people to want to do things by appealing to their beliefs and identity

When thinking about leadership and team building I tend toward using the following model:

ENVIRONMENT

Current Circumstances: Engaged in the dynamic field of medical training, navigating the challenges and opportunities that arise within this evolving landscape.

Workplace Details and Colleagues: Collaborating with a diverse team of healthcare professionals, educators, and administrators. Thriving in an environment that values innovation, teamwork, and excellence in medical education.

Daily Routine and Impact on Others: Diligently shaping the medical training landscape. My contributions positively impact colleagues by fostering a culture of continuous learning, effective collaboration, and patient-centred care.

BEHAVIOR AND CAPABILITIES

Skills and Appreciated Qualities: Demonstrate proficiency in your relevant skills, with a keen ability to specialise.

Recognized Strengths and Praised Attributes: Acknowledged for Specific Strengths, including Strategic Planning, and Decision-making. Colleagues appreciate my Attributes, e.g., empathy that enhances team dynamics and elevates the workplace culture.

Communication Skills: Possess strong verbal and written communication skills, effectively conveying complex medical concepts to diverse audiences. Recognized for fostering open communication and active listening within the team.

BELIEFS AND VALUES

Importance of Leadership: Hold a deep conviction regarding the transformative power of leadership in advancing medical training and healthcare. Believe that strong leadership is instrumental in creating a positive impact on both professionals and patient outcomes.

Desired Accomplishments: Aspire to your Leadership Goals, e.g., enhance medical curriculum, and foster interdisciplinary collaboration to contribute significantly to the advancement of medical education. Committed to achieving tangible outcomes that reflect excellence and innovation.

Beliefs About Good Leadership: Adhere to the philosophy that good leadership involves your Leadership Philosophy, e.g., empowering others, leading by example. Value collaborative decision-making, inclusivity, and a visionary approach to navigating challenges in the medical field.

IDENTITY

Self-Perception as a Leader: Embrace my role as a leader with humility, recognizing the privilege and responsibility it entails. Strive to be an authentic, approachable leader who leads with integrity and empathy.

Alignment with Personal Values and Lifestyle: Align leadership practices with your values, e.g., integrity, and continuous learning. Integrate leadership seamlessly into your lifestyle, emphasizing the importance of a balanced and purposeful approach.

Preferred Leadership Models: Draw inspiration from leadership models that prioritize your Preferred Leadership Models, e.g., servant leadership, and transformational leadership. Continuously seek to evolve and refine your leadership style to meet the evolving needs of the medical training landscape.

VISION

Motivations for Leadership: Motivated by the opportunity to contribute to the future of healthcare through impactful leadership in medical training. Aspire to inspire and nurture the next generation of healthcare professionals.

Vision Fuel Sources: Driven by a vision fueled by:

· Personal development: Constantly evolving as a leader and learner.
· Relationships: Building strong, collaborative partnerships within and beyond the medical community.
· Family: Striving for a healthcare system that prioritizes the well-being of families and communities.
· Work: Envisioning a workplace that values innovation, inclusivity, and continuous improvement.
· Health: Committed to promoting health and wellness within the medical community.
· Leisure: Finding inspiration and rejuvenation in moments of leisure to sustain passion and commitment.

This leadership CV encapsulates a commitment to mastering leadership within the intricate realm of medical training, emphasizing collaboration, empowerment, and a transformative approach to leadership.

Exploring Leadership Styles and Behaviours

1. Directing: Providing Specific Instructions and Close Supervision

In the directing leadership style, a leader takes charge by offering precise instructions and closely overseeing tasks. This approach is often employed in situations where clarity and control are paramount. A directing leader provides a roadmap for team members, leaving little room for interpretation. This style is effective in high-stakes scenarios where immediate decisions and actions are crucial.

Behavioural Approach: Directive

· Structure: Clearly outline tasks, goals, and expectations.
· Supervise: Monitor progress closely, ensuring adherence to guidelines.
· Control: Establish a controlled environment, maintaining order and discipline.

2. Coaching: Directing, Supervising, Explaining, Soliciting Suggestions, and Supporting Progress

Coaching involves a more interactive leadership style, where the leader not only provides guidance but actively engages with team members. This approach includes explaining decisions, seeking input, and offering support for personal and professional growth. The coaching style is effective in developing team members’ skills and fostering a collaborative environment.

Behavioural Approach: Directive and Supportive

· Structure: Provide a framework while encouraging input.
· Supervise: Offer guidance and support, ensuring progress.
· Listen: Actively engage with team members, seeking and valuing their input.
· Encourage: Support individual and team progress, praising achievements.

3. Supporting: Facilitating and Supporting Subordinates’ Efforts

The supporting leadership style involves empowering team members by offering guidance and facilitating their efforts. This approach values collaboration and shared responsibility for decision-making. Leaders who adopt this style create an environment where individuals feel supported and encouraged to contribute their ideas and skills.

Behavioural Approach: Supportive

· Praise: Acknowledge and appreciate team members’ contributions.
· Facilitate: Enable collaboration and provide necessary resources.
· Listen: Foster open communication, valuing diverse perspectives.
· Encourage: Cultivate a supportive atmosphere, promoting shared responsibility.

4. Delegating: Turning Over Responsibility and Problem-Solving

Delegating is a leadership style where the leader entrusts team members with responsibilities and problem-solving tasks. This approach relies on the expertise and autonomy of team members, promoting a sense of ownership. Leaders who adopt a delegating style empower their team to take initiative and showcase their skills.

Behavioural Approach: Supportive

· Praise: Recognize achievements resulting from delegated responsibilities.
· Facilitate: Ensure team members have the necessary resources and support.
· Listen: Encourage open communication for effective problem-solving.
· Encourage: Reinforce a culture of initiative and autonomy.

Avoiding Seagull Management: Consistent Commitment and Engagement

Seagull management, characterized by swooping in, creating chaos, and departing, is detrimental to effective leadership. Leaders should steer clear of this approach and instead focus on consistent commitment and engagement. Effective leadership requires ongoing dedication to understanding team dynamics, fostering a positive work environment, and providing continuous support. By avoiding the pitfalls of seagull management, leaders can establish trust, build strong teams, and achieve sustained success in their endeavours.

If you’re a Clinical Lead and wish to discuss working with Meducate Academy Ltd., we would love to give you a demonstration and a workshop at your institution.

Please contact: bobspour@meducateacademy.com or on 07870 611850

Empowering Medical Education: Meducate Academy’s 2023 Achievements

Celebrating a dynamic year marked by unprecedented success for Meducate Academy, our journey unfolds with dedicated professionals actively sharing expertise with diverse students, from Physician Associates to Pharmacists. At the heart of our triumphs lies The Pharmacy Show, a pinnacle event in the pharmaceutical landscape, propelling us to be educational partners once again in 2024. Our impactful Consultation and Clinical Skills Workshops, collaborations with esteemed institutions, and a partnership with Cliniskills underscore our commitment to upskilling Pharmacists. As we bid farewell to 2023, stay tuned for undisclosed projects set to revolutionize Pharmacy in 2024. Join us on this empowering journey, and let’s make 2024 another year of triumph and excellence in medical education. Read on…

It has been an exceptionally dynamic period for Meducate Academy, marking our busiest year to date. The thriving momentum is not only a cause for celebration within the company but also for the dedicated professionals collaborating with us. Over the past months, our experts have been actively sharing their wealth of knowledge with a diverse group of students, ranging from Physician Associates, Nurses, and Medical Students to recently added Pharmacists.

In the context of our recent endeavours, it is noteworthy to highlight the resounding success we experienced at The Pharmacy Show held at the NEC. The positive response was so overwhelming that we have been invited to be educational partners once again in 2024, with an even larger venue for our Practical, Clinical, and Consultation Forum. This time, the forum unfolded in a 30-seater theatre space right in the heart of the NEC, as captured in the attached video.

Meducate Academy Teaching at The Pharmacy Show 2023 at the NEC BirminghamThe Pharmacy Show, held at the NEC Birmingham is a hallmark event in the pharmaceutical landscape and has become a resounding success for us, prompting our invitation to serve as educational partners once again in 2024. The overwhelming response has necessitated a move to an even grander venue to accommodate our expanding Practical, Clinical, and Consultation Forum.

In the previous edition, our Forum unfolded within the dynamic ambience of a 30-seater theatre nestled at the heart of the NEC, as vividly captured in the attached video. The success of this endeavour has propelled us to secure an even larger space for the upcoming event, ensuring an immersive and enriching experience for all participants.

Speaking of success, our significant achievements at The Pharmacy Show underscore its position as the UK’s foremost provider of education and communication for community pharmacists. Boasting a legacy of over 40 years, The Pharmacy Show is synonymous with industry excellence and is celebrated for its influential publications such as Pharmacy Magazine, Training Matters, P3Pharmacy, Independent Community Pharmacists, and Counterintelligence Plus.

Notably, The Pharmacy Show extends its reach into the digital realm through The Pharmacy Network (TPN), a robust platform with a staggering 100,000 registered individuals. Participating in this show is not just a presence; it is a testament to the honour bestowed upon us as contributors to a community that values knowledge dissemination and professional development. As we gear up for the 2024 edition, the prospect of engaging with a broader audience and contributing to the growth of the pharmaceutical landscape fills us with anticipation and pride.

Our Consultation and Clinical Skills Workshops garnered immense interest, with some sessions even selling out. The feedback received from participants was outstanding, leading to invitations to conduct workshops at the BPSA Eastern Region conference at Nottingham University, where student feedback was similarly commendable.

A notable attendee at The Pharmacy Show was Ruth Edwards, the Head of the Pharmacy School, with whom we have established a working relationship at Wolverhampton University School of Pharmacy. This collaboration extends to assisting in their Undergraduate program and contributing to their OSCEs in the upcoming year.

Our involvement in Clinical and Consultation skills training aligns with the recent government directive mandating the upskilling of Pharmacists from 2024 onward. This initiative has already commenced at the University of Birmingham and Wolverhampton University, and we are enthusiastic about sustaining these relationships into the future.

A significant project on our agenda involves a partnership with Cliniskills, providing Clinical Examination Skills Training for Community Pharmacists. This fully funded, free-to-access resource, tailored for community pharmacists, aims to enhance their ability to assess patients, treat common conditions, and identify high-risk presentations. The positive reception at venues in Birmingham and Bristol has us eagerly anticipating future sessions in Manchester and Slough.

A substantial portion of our work involves collaboration with Physician Associates at Chester University, led by James Ennis. The continuous growth of our relationship with students is a testament to the dedication of the teaching team, which remained unwavering even throughout the challenges posed by the pandemic.

The last Physician Associate cohort at The University of Wolverhampton 2023

While we bid farewell to the PA program at Wolverhampton University, we celebrate the ongoing collaborations with various institutions, leading to new projects and partnerships. Noteworthy among these is our involvement with Dr Gareth Nye at Chester University, who teaches Bio-med students, and our support for the new Medical School at Chester, actively recruiting students for their MBChB course.

Our commitment to supporting diverse medical education extends to specialized areas, such as Obs and Gynae and Male Intimate Examinations. A recent project at Hastings House GP practice showcased our expertise, benefiting Paramedics, Pharmacists, and a Physician Associate keen on keeping their skills up to date.

A special mention goes to University College Birmingham, where we were invited by the Head of School Marina Kendrick to conduct a communication and consultation skills workshop with Undergraduate Nurses. The engaged participation of students made for a memorable and productive day.

As the year draws to a close, we express our gratitude to our dedicated team of ACEs, whose belief and commitment have been instrumental in Meducate Academy’s success. We extend our thanks to the students who have actively contributed to refining our skills and to our valued customers, both new and old.

As we look forward to the new year, we anticipate exciting developments, including undisclosed projects set to impact Pharmacy in 2024. Stay tuned for more information in January 2024, and here’s to another year of success and growth. Wishing you all a Happy New Year, and let’s do it again in 2024!

If you’re a Clinical Lead and wish to discuss working with Meducate Academy Ltd., we would love to give you a demonstration and a workshop at your institution.

Please contact: bobspour@meducateacademy.com or on 07870 611850

Adapt, Improvise, Excel: How ACEs Deliver Effective Educational Content

University of Newcastle Physician Associate 2nd year cohort
We were invited to teach MSK skills to University of Newcastle Physician Associate 2nd year cohort in preparation for their upcoming OSCEs.

Being an Associate Clinical Educator (ACE) is a rewarding and dynamic role that contributes to the education and growth of future healthcare professionals. The ACEs receive immense fulfilment from positive student feedback and witnessing their progress. The job brings excitement and unpredictability, requiring adaptability and improvisation to deliver effective educational content. ACEs gain valuable experience from working with diverse clinicians, undergo regular training and evaluation to stay updated, and ensure the quality of education. Recently, at Newcastle University Medical School, a four-person ACE team provided comprehensive MSK examination training and extended support in other areas of healthcare education. The students appreciated learning from experienced ACEs and requested guidance on various exams. Despite time constraints, consultation skills were briefly covered, and a group Q&A session concluded the day. Gratitude was expressed to the university staff for their collaboration in creating a valuable learning environment.

Experienced Associate Clinical Educator (ACE), Mark Reynolds, collaborates with experienced clinicians from the FRCS (Fellowship of the Royal College of Surgeons) at the prestigious Royal Orthopaedic Hospital
Experienced Associate Clinical Educator (ACE), Mark Reynolds, collaborates with experienced clinicians from the FRCS at the prestigious Royal Orthopaedic Hospital

Working as an Associate Clinical Educator (ACE) is an incredibly fulfilling and stimulating role. ACEs play a vital role in the education and development of future healthcare professionals, and the rewards of this position are often experienced on a personal and professional level. The positive feedback received from students after a job well done is a source of immense fulfilment. Knowing that your efforts have contributed to their growth and progress is a testament to the significance of the ACE role.

One aspect that makes this role exciting is the unpredictability it brings. The subject matter can change at a moment’s notice, from cranial nerves to a cardio examination with a roleplay element added spontaneously. These unexpected twists and turns add an element of excitement and keep the role fresh and invigorating. As ACEs, it is crucial to be adaptable and ready to improvise, as this flexibility ensures the effective delivery of educational content.

The ability to adapt and improvise stems from the wealth of experience ACEs gain from working with clinicians from diverse backgrounds. This experience equips them with the necessary skills and knowledge to handle various teaching scenarios. To ensure the continuous professional development of ACEs, regular training sessions and a rigorous evaluation process are implemented. These measures not only guarantee that ACEs are up to date with the latest advancements but also uphold the quality of education they provide.

Recently, at Newcastle University Medical School, we had the privilege of teaching MSK examinations to 2nd Year Physician Associate students. Musculoskeletal (MSK) is one of our specialties, and our expertise in this field is derived from training with renowned clinicians and collaborating with members of the FRCS. Our knowledge is cutting-edge, ensuring that students receive the most up-to-date information.

Experienced MSK ACE Howard takes the student through the details of a Spine examination at The University of Newcastle
At The University of Newcastle, experienced MSK Associate Clinical Educator (ACE), Howard, expertly guides students through the intricacies of a spine examination

The positive feedback we received from our previous visit to Newcastle prompted the university to invite us back for further training. While the students initially exhibited some reticence, having only practiced on each other, our four-person ACE team quickly alleviated their fears. The advantage of having a small student-to-ACE ratio allowed us to delve into details and answer their questions promptly and effectively. We covered a range of MSK examinations, including the hip, knee, shoulder, and spine. Additionally, we fulfilled requests for hand and ankle exams, ensuring a comprehensive learning experience. Our instruction included all the special tests for MSK, providing continuous feedback to aid their learning. The students greatly appreciated the opportunity to learn from experienced ACEs rather than relying solely on practicing with their peers. One student even humorously remarked that it was a case of the blind leading the blind!

Surprisingly, some students were amazed at our level of knowledge of other body systems. They requested that we check their cardio, GI, and respiratory exams ahead of their upcoming OSCEs (Objective Structured Clinical Examinations). As ACEs, our expertise extends beyond our specialization, allowing us to provide guidance and support in various areas of healthcare education.

Although time constraints prevented us from fully exploring consultation skills, we provided the students with a brief overview of the basics. We reassured them that their history-taking skills were up to par for their current stage of training.

As the day came to an end, we conducted a group Q&A session to address any remaining questions. We expressed our gratitude to the students for their active participation and made the journey back to Birmingham, reflecting on the meaningful interactions and knowledge shared.

We would like to extend our heartfelt thanks to Alice Fitzpatrick, Year 2 & EDI Lead for MSc Physician Associate Studies, and Emma McAllister, Degree Program Director, MSc Physician Associate Studies, for granting us the opportunity to teach at Newcastle University. Their support and collaboration have been instrumental in fostering a rich learning environment for the students.

In Other News…

Exciting times are ahead for Meducate Academy as we prepare to launch our latest offering: Pharma Pathways. This is a programme of training designed to support clinical pharmacists. In collaboration with experienced Clinical Lecturers in Clinical Pharmacy, we aim to assist pharmacists in meeting the new government directive regarding consultation and clinical skills training. Through our dedicated ACEs and Medical Roleplayers, who possess decades of experience working with healthcare professionals such as Physician Associates and Nurses, we are committed to delivering comprehensive support.

Currently, Meducate Academy supplies ACEs and Medical Roleplayers to pharmacy programs at both the University of Wolverhampton and Birmingham, further expanding our reach and impact in the field of healthcare education. Pharma Pathways has been created to offer educators access to ACEs and Medical Roleplayers.

In conclusion, the role of an Associate Clinical Educator is undeniably fulfilling, interesting, and exciting. It provides opportunities for personal growth and professional development while positively influencing the education and future careers of aspiring healthcare professionals.

 

If you’re a Pharmacy Clinical Lead and wish to discuss working with Meducate Academy Ltd., we would love to give you a demonstration and a workshop at your institution.

Please contact: bobspour@meducateacademy.com or on 07870 611850

Mastering The Skill of Listening: A Key To Patient-Centred Care

Image showing Meducate Academy teaching consultation skills to a group of pharmacists during their Clinical Pharmaceutical Team Meeting.
Meducate Academy Teaching Consultation Skills to Pharmacists at their Clinical Pharmaceutical Team Meeting

In this article, we explore the role of ACEs in healthcare education and the importance of effective communication skills. We discuss the impact of active listening on building rapport with patients and avoiding miscommunication. Drawing insights from experienced pharmacists, we address the challenges of difficult conversations in healthcare. We also highlight the wisdom of Plutarch and the practicality of Anatol Rapoport’s rules for navigating such conversations. By emphasizing the collaborative nature of communication and its life-saving potential, we stress the significance of effective listening skills. ACEs and healthcare professionals are encouraged to prioritize listening as a foundational skill and utilize tools like the Rappoport Rules for improved communication.

Image of Agenda of Pharmaceutical Team Meeting at Dudley College of Technology
Pharmaceutical Team Meeting at Dudley College of Technology Agenda featuring Meducate Academy

How often do you hear what someone is saying but fail to truly listen? How frequently do you find yourself waiting for the person to finish speaking so that you can assert your own thoughts, often with a prepared speech centered around your own agenda, without genuinely addressing the original question? These are the subjects I intend to explore in my writing this month.

As ACEs (Associate Clinical Educators), it is necessary and important that we provide accurate feedback on students’ technical competencies. The feedback should, of course, be relevant and precise, enabling the students to develop as safe practitioners. Another essential aspect of our role is to assist students in developing effective communication tools to establish rapport and gain the trust of simulated patients. This becomes particularly relevant when students embark on their journey to master the art of effective history-taking, marking their initial exploration of the realm of effective communication.

I always emphasize to students that the essence of communication lies in the response one receives. This is crucial because failing to genuinely listen to the patient can result in miscommunication. Each party brings their own agenda to the conversation – the clinician and the patient have their respective goals. It is no wonder that communication can be seen as something of a dark art. Therefore, the role of the ACE is to carefully guide the students through the process.

Always remember that a conversation is a partnership. It is a collaborative process, led by the patients’ ideas, concerns, and expectations, with the clinician and the patient working together.

This topic emerged during a recent Clinical Pharmaceutical Team Meeting held at Dudley College, where my colleague Mark Reynolds and I were invited to speak about Enhancing Consultation Skills to a group of highly experienced Pharmacists. In addition to discussing generic communication skills, we presented a couple of scenarios illustrating poor and effective communication and engaged in discussions on the points raised.

One of the key themes that emerged from the pharmacists was the common problem of patients demanding specific drugs, such as antibiotics, and how to handle such situations. Another recurrent theme was the instances of angry patients being informed about the cost of prescriptions. In other words, the main focus of the discussion revolved around managing difficult conversations.

Effectively navigating a difficult conversation requires active listening, and most of the attendees were eager to hear our thoughts on this matter. Like any skill, it demands constant practice and simply paying attention to the conversation. However, finding the time to listen is challenging in today’s busy pharmacy or GP surgery, where restrictions are imposed on the duration of patient interactions. Nonetheless, learning this skill is vital.

In order to build rapport and gather important information, we allow the patient to talk and express their needs. This is of utmost importance.

Greek philosopher Plutarch, Greek philosopher philosopher, writer, magistrate and priest
Plutarch, Greek philosopher, writer, magistrate, and priest who lived during AD 46, extensively wrote about the subject of listening

Plutarch, the philosopher, writer, magistrate, and priest who lived during AD 46, extensively wrote about the subject of listening. It might be useful to briefly examine his views, as expressed in one of his letters to a young man about to embark on his studies. He discusses different types of listeners: the Lazy Listener, the Scornful Listener, the Excited Listener, and the overly confident listener.

The lazy listener is someone who only listens for information that interests them and shows no interest in what the speaker is saying. They wait for their turn to expand on their own interests, paying little attention to the speaker’s main topic of conversation. The scornful listener is judgmental of alternative ideas or beliefs, as they adhere strictly to their own set of values and beliefs. Plutarch notes that judgment is, in fact, a distraction of the mind, and these types of listeners tend to develop a distorted view of what is actually being said. It is better to have an open mind, he says – a sentiment with which I wholeheartedly agree. We must not let the speaker’s performance distract us from paying attention. Otherwise, we will quickly forget our purpose and potentially miss valuable information. Finally, Plutarch talks about the Overconfident Listener, who assumes they know what the speaker means right from the start and fails to listen for subtle, sometimes hidden, cues in the conversation. When this happens, it is important to step back and actively listen.

Even Plutarch recognized that a conversation is a collaborative process. The responsibility for the outcome of a conversation rests with the listener and with healthcare professionals. Achieving the correct outcome is crucial, and listening can literally save lives.

Throughout my experience as an actor, comedian, corporate trainer, NLP trainer, and associate clinical educator, I have employed various methods to teach communication skills to students in different fields of study. From armed response teams to salespeople, from actors to presenters, and more recently to physician associates, pharmacists, nurses, and young doctors, the process remains the same: learning to listen first and foremost.

At the recent Team Meeting in Dudley, I extensively discussed the use of Rapoport Rules as a valuable tool for communication skills. I encountered these rules a few years ago and have always wondered why they are not more widely known. Anatol Rapoport, a Russian-born American game theorist, developed a set of rules for handling difficult conversations:

  • Clearly re-express your conversation partner’s position, defining your understanding of what they want. This ensures clarity in the conversation and prevents you from straying off course with your own assumptions.
  • List points of agreement with your partner to develop rapport further.
  • Always mention something you have learned from the person you are talking with, further building agreement.
  • Only then can you proceed to disagree or compromise with the person. You can see how these rules can be helpful when patients hold fixed beliefs about vaccines, antibiotic use, or various other treatment-related ideas.

I encourage you to follow and practice these steps each time you engage in a difficult conversation. If you are an ACE, please be aware of these tools and pass these skills on to students during their history-taking sessions. The positive impact will be appreciated by everyone.

Next month, I will be talking about our work with Newcastle University PA program teaching musculoskeletal (MSK) examinations.

 

If you’re a Pharmacy Clinical Lead and wish to discuss working with Meducate Academy Ltd., we would love to give you a demonstration and a workshop at your institution.

Please contact: bobspour@meducateacademy.com or on 07870 611850

15 Questions to Test Your Skills as an Associate Clinical Educator

Meduucate Academy ACEs with Medical students at the University of Chester
If you’re an Associate Clinical Educator (ACE), you may have wondered what sets you apart from a simulated patient or medical role player. In this article, we will be exploring this question and providing a useful questionnaire that will help you become a better ACE, teacher, and communicator. Our goal is to improve the quality of ACEs by answering important questions and providing helpful training resources.

How well do you really know your role as an Associate Clinical Educator? I have been thinking for a while now about creating a quiz for ACEs. I wanted to find out what makes an ACE more than just a simulated patient or medical role player. I believe the following questionnaire will help us become better Associate Clinical Educators, as well as better teachers and communicators.

Over the past couple of years, Meducate Academy has been putting together training courses to help existing ACEs and simulated patients improve their existing skills and introduce new people to the role of the ACE. We are always striving to improve the quality of our ACEs, and in order to do that, we always listen to what they have to say.

When I was starting out, many of these questions were never answered satisfactorily, and after much discussion with our existing ACEs, they all seemed to ask the same questions.

On the 13th of this month (May 2023), we will be running another one-day training course aimed at potential ACE. These are normally people who have been medical role players or have some experience as simulated patients and wish to take it to the next level.

If you are one of those people, you might find it helpful to ask yourself these questions below. If you are an experienced ACE, you could revisit this questionnaire or add more questions to the list.  So, get a sheet of paper and answer these questions now.

1. When did you first start working as a medical role player and why?
2. When did you start working as an ACE, and how easy was the transition?
3. How often do you work as a medical role player or ACE?
4. What types of students have you worked with, and did their needs differ?
5. Have you been involved in OSCEs or any other type of examination?
6. Was the training we gave you adequate, or do you feel it was confusing?
7. What type of training would you find most useful?
8. Which aspect of your previous training (prior to medical roleplay/simulated patient/ACE) has helped you engage with your current role?
9. Where do you find resources that help with your current role?
10. What new resources would you find useful to help you improve the quality of teaching?
11. How much do you think your personality affects the learning outcome, and do you think you should spend more time on that aspect of your training?
12. Do you know how to teach a student how to develop rapport with a difficult patient?
13. What do you get, at a personal level, from teaching as an ACE?
14. How do you structure feedback to the student?
15. Do you always achieve your desired outcome when teaching, and if not, do you reflect on what you could do better next time?

We came up with these initial 15 questions, but we welcome any suggestions. As we ask these types of questions to our new ACEs, it’s essential to understand that none of us are experts or masters of our craft.  Acknowledging that there is always room to learn something new helps us stay vigilant. Our honesty fosters implicit trust from our students, and they feel that we are with them on their journey.

The type of people we are looking for are those who say, “C’mon chaps, let’s get stuck in,” not “Go on, chaps, off you go.” Lead from the front. We are there to work with the students, not talk at them. Build rapport with the students, have the flexibility to change your behaviour when you need to, be aware, and you and the students will achieve their desired outcomes.

Have an open mind and question everything! At the end of the day, that is what education should be about. That is how we grow and become better humans.

If you are interested in joining us or want to have a chat about our one-day training course aimed at potential ACEs on 13th May 2023 get in touch. Please contact: bobspour@meducateacademy.com or on 07870 611850

 

Become an ACE in Medical Education: Free Training Course Available Now!

Do You Want To Be Part Of Our Team?

Are you an Actor, Role-player or retired Clinician who would like to get involved in our ACE training programmes?

We are looking for people with the following attributes

Skills?

Do you have a desire to develop new skills yourself and really make a difference?

Communication?

Do you enjoy the act of communication?

Passion?

Do you have a passion to help students develop their skills?

Are you a medical role-player looking for new opportunities to expand your skills and knowledge? Meducate Academy has the perfect solution – a free Associate Clinical Educator (ACE) training course on the 13th of May 2023

The course will be held at The University of Wolverhampton and will provide attendees with a comprehensive introduction to basic body systems examinations and feedback techniques with the help of experienced clinicians. In addition, drinks, lunch, and a manual to further your knowledge and understanding will be provided on the day.

And this is just the beginning! As an ACE, you will have ongoing training to continue building your practical examination skills and responsibilities to students and clinicians. It’s a challenging and rewarding role that involves working with the same team of clinicians and students over a period of two years or more.

At Meducate Academy, we have been busy developing relationships with institutions across the UK and are keen to find medical role-players who want to expand their portfolio of skills. The ACE training course is just one of the many opportunities available to those looking to advance their careers in medical education.

But what does it mean to be an Associate Clinical Educator? It means being part of a team that is dedicated to providing high-quality education and training to the next generation of healthcare professionals. It means using your knowledge and experience to help students develop the skills they need to succeed in their future careers.

If you’re the kind of person who enjoys working with students, learning new skills, and collaborating with professionals, then the ACE role may be right for you. Check out the videos below to learn more about what it means to be an ACE and the impact you can have on medical education.

Don’t miss out on this fantastic opportunity to take your career to the next level. Sign up for the ACE training course today and start your journey towards becoming an Associate Clinical Educator. Time is running out – act now!

If you are a Medical Roleplayer and would like to take your skill set to the next level, sign up for our training courses in 2023. Our next one is on May 13th 2023 and it’s free! Give Bob a call on 07870 611850 if you would like more details or want to ask anything about our courses. Or sign up in the below form for more information about the course.

 

The Associate Clinical Educator (ACE) successfully combines the role of the simulated patient and lay teacher involved in the training of health professionals of all kinds. From medical students to physician associates, from dental students to nurses and many, many more.

The ACE is a hands on resource for the student. They provide the student a chance to get quite literally hands on with an experienced simulated patient. It gives the student the opportunity to put into practice the theory they learn in the classroom from tutors and medical textbooks. The opportunity for them to work with a ‘real person’ who can present as a healthy patient or one who has a variety of pathologies.

ACEs are not clinicians, and their backgrounds are varied. Some may have a background in performance and others in teaching. Some are already medical role players, but this is not a requirement. The desire to teach and assist students in order to help them become better and safer clinicians is our chief priority. An ACE should therefore be able to give structured feedback to the student in a way that helps them learn and improve their skill sets.

An ACE of course has their own skill sets to learn too, and with that in mind we are putting a campaign together to recruit new role players and ACEs to the organisation. So, whatever your background, there may be a place in Meducate Academy for you.

We have training programmes that are designed to get you up to speed in no time at all. You will then work alongside our more experienced people to consolidate those skills.

All of our ACEs and roleplayers are self-employed and payment is made by invoice. We pay industry standards and some of our ACEs work most weeks of the year.

We are also on the lookout for experienced clinicians to work alongside our ACEs. Contact us about this very important role.

Good rates, good conditions and a successful and helpful team are waiting for you to join them.

Meet The Team

Meducate Academy group photo of team of associate clinical educators

Based in the West Midlands, Meducate boasts a great mix of Academics and Entrepreneurial people including Clinicians, Lay Educators and others who have been involved in almost 50 years of corporate and business development training.

Our aim is to provide Colleges and Universities that run these educational programmes with teams of highly trained and experienced Clinicians, Clinical Leaders, Associate Clinical Educators (ACE) and Professional Medical Role Players.

Bob Spour

Bob Spour

Training Director

Matt Chapman

Matt Chapman

Finance Director

The Role of Independent Prescribing Course in Enhancing Healthcare Professionals’ Skills

PA students engaging with the interaction between ACEs and Clinicians at Chester University

The Independent Prescribing Course is an essential component of healthcare education, equipping professionals with the skills and knowledge required to prescribe medication safely and effectively. The course covers clinical skills, legal and ethical considerations, and patient care, enhancing the quality of healthcare services provided to patients. This article highlights the significant role of the Independent Prescribing Course in empowering healthcare professionals to take on greater responsibilities in their practice. By preparing professionals to prescribe with confidence, the course contributes to modern healthcare education and practice.

Working as an ACE offers numerous opportunities to collaborate with a diverse group of healthcare professionals, which is one of the most rewarding aspects of this profession, in addition to witnessing students’ success in their exams and progression into becoming skilled clinicians. Although our primary focus has been on Physician Associates, we have recently been granted the privilege of working with Pharmacists and prospective international students who seek admission to the University of Chester’s new MbChb Course.

Our founder, Bob, has been serving as a visiting lecturer at the University of Chester for the past two years and has been entrusted with the responsibility of assisting in the recruitment process of new international medical students. Bob’s duties involve working alongside a medical role-player to evaluate candidates’ ability to communicate effectively with patients who have underlying medical issues. The situation presented to the candidates was not a medical diagnosis but rather a scenario that required them to showcase their problem-solving and rapport-building skills. This task can be challenging even for native English speakers, let alone for those with English as a second language. The interviews were conducted online, which posed a different set of challenges. We are pleased to note that our contribution has been highly appreciated, and the interviews are scheduled to continue for the next two months.

We have also been provided with an opportunity to collaborate with the University of Wolverhampton’s Pharmacy Program, wherein we have supplied ACEs to their current curriculum. Working alongside Pharmacists has been a different kind of challenge as they are expected to have a fundamental understanding of some clinical skills in addition to their ability to prescribe the appropriate medication to patients. Our collaboration with the Clinical Lead, Teresa Dowsing, of the current PA Program and the teaching staff of the Wolverhampton Pharmacy Course has been instrumental in achieving success in this initiative.

We have also been asked to help students prepare for the Independent Prescribing Course, which is another exciting development for us.

Meducate Academy Associated Clinical Educators Greg and Bob working together with clinicians make a formidable teamThe Independent Prescribing Course is a medical education program designed to equip healthcare professionals with the necessary skills and knowledge to prescribe medication independently. This course is typically intended for healthcare professionals such as pharmacists, nurses, physiotherapists and optometrists who are required to prescribe medication as part of their professional responsibilities.

The Independent Prescribing Course aims to enhance the healthcare professional’s ability to prescribe safely, effectively, and appropriately within their clinical competence. This includes the ability to identify clinical signs and symptoms, diagnose medical conditions, and determine the most appropriate course of treatment.

The course also covers aspects related to the legal and ethical aspects of prescribing medication, such as informed consent, record-keeping, and confidentiality. Upon completing the course, healthcare professionals are eligible to register with the appropriate regulatory body, such as the General Pharmaceutical Council or Nursing and Midwifery Council, as independent prescribers.

The Independent Prescribing Course plays a crucial role in medical education by equipping healthcare professionals with the skills and knowledge to prescribe medication safely and effectively. This enhances the quality of care provided to patients and enables healthcare professionals to take on greater responsibilities in their practice, contributing to the delivery of high-quality healthcare services.

Despite these recent developments, we also continue to remain committed to working with Physician Associate students at both Chester and Wolverhampton on an ongoing basis.

If you are a Medical Roleplayer and would like to take your skill set to the next level sign up for our training courses in 2023. Our next one is on March 25th and it’s free! Give Bob a call on 07870 611850 if you would like more details or want to ask anything about our courses.

Bootcamp For Physician Associate Students At Chester University

The Meducate Team and some 2nd year PA students on their Bootcamp at The University of Chester

The Bootcamp for Physician Associate students at Chester University is an intensive training program designed to help students prepare for National Exams. It involves practising skills, receiving feedback from experienced trainers, and honing communication and consultation skills. The Bootcamp is structured over three days and covers a variety of conditions and scenarios, including multi-systems examinations. The program is designed to help students deal with stress and pressure in a simulated exam setting, and to conform to the standards required by OSCE assessors. The Bootcamp ends with the students having the opportunity to practice under exam conditions and receive feedback.

Who Dares Trains!

Putting the Physician Associate student through their paces.

I think it is essential to define what I mean by Bootcamp. The definition of a boot camp is an intensive way to obtain knowledge about a specialisation. In the case of the Physician Associate program, these are related to medicine.

A common practice is to take the students (usually 2nd years) through a whole range of skills working with ACEs, mannequins and clinicians to help them hone their skills and then receive focused feedback at the end of the process.

The idea of the Bootcamp comes from the military where soldiers are put under intense pressure and made to perform the skills they have learnt in their area of expertise. Unlike the military, we do not shout at students but guide them with structured feedback. They do feel pressured to perform which helps them deal with the stress of their upcoming OSCEs. This is also a valuable skill for a PA as they will inevitably find themselves outside of their comfort zone when out in the workplace. In particular Emergency Medicine and Breaking Bad news.

Bob works with students on the intensive bootcamp held at the University of ChesterThe ACE plays a very important part in this process, and because of their high level of knowledge and skill can replicate the patient journey in fine detail. This is what distinguishes us from volunteers or role-players, who give high-fidelity feedback on more than just communication skills. An Ace is trained to give feedback on the way a student handled the patient, and the efficacy of the techniques they are using. For example, the way the student auscultates and percusses the patient or the way the student used palpation.

Did the student perform the examination using the accepted methodology? Did they conform to the standards required by the OSCE assessors?

Each institution has its way of running the boot camps, but generally, the structure is something like this:

Day One: Introduction to the methodology and approach expected from the student. Consultation skills: History taking on a variety of conditions to be determined by the academic staff.

Challenging scenarios related to the workplace. It is not just patients that can be a challenge, but colleagues too, so it is important to learn how to have difficult conversations.

Day one usually ends with a group discussion about what they would like to cover over the remaining 2 days. At Chester University, the students worked with 4 experienced ACEs and we covered Cardio, Respiratory and GI. We practised them as stand-alone examinations and blended them, where a patient would present with a pathology that required a multi-systems approach. The students always find this a challenge but usually do well at this level of their training.

We also worked through MSK and Neurological examinations.

For a Physician Associate to prepare for National Exams it is always great for the team at Meducate Academy to get the feedback they deserve. We work hard to ensure the students get the best tuition and feedback.

The two years working with this cohort have flown by, as they say, and it has been a journey filled with surprises and detours. Plain sailing and a few rough patches, but when all is said and done we got there in the end!

PA Students sent a thank you letter to Meducate Academy teamBoot camps are a great way to help the students tie up any loose ends they may feel they have in their understanding, and I am pleased to say we and the academics were there to support them.

I got the sense that the students were more than ready for the nationals and we wish them all the luck for their future as Physician Associates.

As an aside, it was also great to get a ‘thank you’ card from the students, which was totally unexpected but very welcome. I look forward to being at their graduation.

So, it is onwards and upwards for the coming year and 2023 promises to be a good one with us working closely with our partners and also with Pharmacists at Wolverhampton University.

If you’re a Clinical Lead or Senior Lecturer and want to have a chat with us about how we can add value to what you already get in touch. We would love to give you a demonstration and a workshop at your institution. Please contact: bobspour@meducateacademy.com or on 07870 611850