Guidelines for Personal Tutoring in a Clinical Setting
Personal tutoring - a personal view
Melvyn Jones
Clinical assoc. professor in general practice
UCL
First meeting
Group/individual meeting
Set ground rules
a GP, but NOT their GP
Confidential but not unlimited
Explain purpose of the tutoring
Not extra teaching, not Oxbridge style tutorials
Thumbnail sketch - where from, iBSc, external interests- ice breakers
Record keeping- e-portfolio
Your own notes- with their permission
One to one meetings
Consultation skills- open / their agenda
Academic performance- need to excel/ rankings & deciles
Pastoral stuff- take their lead
Finance/ accommodation often issues- know how to sign post to faculty
support
Documentation - copy them in?
Don’t do their assessments (CBDs, WBPA)
Troubled / troubling students
Mental health issues are very common
Don’t enter a clinical relationship
Be willing to discuss problems but sign post
Sign post – UCL support services are good and usually better than NHS
(CBT etc.)
https://www.ucl.ac.uk/students/student-support-and-wellbeing
Ask for help
Failing students
Non engagement is an early sign
Often complex – academic, health, financial
Most clinical students do eventually complete so give them confidence
Get them to follow advice about retakes, time out as “2 strikes and
out”
Parents…
Non engagement
Ultimately their responsibility
Try to flexible
A few reminders
Hand back to the school
“teenagers”
Keep the door open
They often reappear when they want / need to
Overseas students
Isolated
Culture shock
Language- colloquialism “not so bad”, medical jargon
Deferential style
Huge costs- fees, accommodation, travel
Immigration issues
Keeping in touch
Light touch
Often goes very quiet especially in year 5
Termly email
Well done/ try a bit harder email with each exam result
Referee
Foundation jobs “no issues”, “not seen them clinically”
Medical school will inform you if there have been professionalism issues
Electives, jobs/ tutoring
Some come back years later
Final years
Often want careers advice
You may not be update with Foundation etc.
Rotation advice – “Will my career by ruined if I go to Hertfordshire?”
Overlap with DGH educational supervisors so they may disappear
Elective advice- (career focused or life experience focus)
CVs- “bells and whistles”
Audits, letters, presentations
Networking & the greasy pole
Summary
Rewarding experience
See future doctors develop
Some are harder to engage with
Making a little effort (termly contact), getting to know them is hugely
appreciated
Ask for help if it gets complicated
They are not your patient, they are not your friend (but do be
friendly)
Melvyn Jones, a Clinical Associate Professor at UCL, shares valuable insights on personal tutoring in a clinical context. The guidelines cover setting ground rules, one-to-one meetings, dealing with troubled students, addressing failing students, handling non-engagement, supporting overseas students, and keeping in touch effectively. Key points include fostering open communication, addressing academic and pastoral needs, and providing necessary support and signposting. The emphasis is on maintaining confidentiality, offering guidance without extra teaching, and encouraging student responsibility for engagement and success.
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Presentation Transcript
Personal tutoring - a personal view Melvyn Jones Clinical assoc. professor in general practice UCL
First meeting Group/individual meeting Set ground rules a GP, but NOT their GP Confidential but not unlimited Explain purpose of the tutoring Not extra teaching, not Oxbridge style tutorials Thumbnail sketch - where from, iBSc, external interests- ice breakers Record keeping- e-portfolio Your own notes- with their permission
One to one meetings Consultation skills- open / their agenda Academic performance- need to excel/ rankings & deciles Pastoral stuff- take their lead Finance/ accommodation often issues- know how to sign post to faculty support Documentation - copy them in? Don t do their assessments (CBDs, WBPA)
Troubled / troubling students Mental health issues are very common Don t enter a clinical relationship Be willing to discuss problems but sign post Sign post UCL support services are good and usually better than NHS (CBT etc.) https://www.ucl.ac.uk/students/student-support-and-wellbeing Ask for help
Failing students Non engagement is an early sign Often complex academic, health, financial Most clinical students do eventually complete so give them confidence Get them to follow advice about retakes, time out as 2 strikes and out Parents
Non engagement Ultimately their responsibility Try to flexible A few reminders Hand back to the school teenagers Keep the door open They often reappear when they want / need to
Overseas students Isolated Culture shock Language- colloquialism not so bad , medical jargon Deferential style Huge costs- fees, accommodation, travel Immigration issues
Keeping in touch Light touch Often goes very quiet especially in year 5 Termly email Well done/ try a bit harder email with each exam result Referee Foundation jobs no issues , not seen them clinically Medical school will inform you if there have been professionalism issues Electives, jobs/ tutoring Some come back years later
Final years Often want careers advice You may not be update with Foundation etc. Rotation advice Will my career by ruined if I go to Hertfordshire? Overlap with DGH educational supervisors so they may disappear Elective advice- (career focused or life experience focus) CVs- bells and whistles Audits, letters, presentations Networking & the greasy pole
Summary Rewarding experience See future doctors develop Some are harder to engage with Making a little effort (termly contact), getting to know them is hugely appreciated Ask for help if it gets complicated They are not your patient, they are not your friend (but do be friendly)
