Skip to main content
  1. Home
  2. Services
  3. Training
  4. Human Factors For Healthcare - Train The Trainer

Human Factors For Healthcare - Train The Trainer

Course length
36-hour course
CPD points
36 CPD points
Module leader

CPD certified, by the CPD Certification Service

This course will give participants a deeper understanding of the principles of Human Factors For Healthcare and how to apply them. This six-module Train The Trainer course will also help you integrate Human Factors For Healthcare into your existing training programmes.

This unique 36 hour programme, developed specially for healthcare organisations, takes Human Factors For Healthcare from the training room straight to the practice, ward or theatre through your greatest asset - your people.

MedLed's Human Factors For Healthcare Train The Trainer allows organisations to develop a sustainable and self-supporting approach to delivering Human Factors training organisation wide. This course, which is mapped to the NHS Patient Safety Syllabus, will enable attendees to both integrate the principles of Human Factors For Healthcare into their existing training programmes; they will also leave with skills and knowledge to deploy and develop short "Introduction to Human Factors For Healthcare" courses across your organisation. Participants are provided with all necessary materials to run their own training in future, with an unlimited non-commercial license for the use of these materials.

This Train the Trainer course can also be used to establish a beating heart of expertise within your organisation, which we like to call your "Human Factors Hub". This internal resource is key component of our Human Factors Roadmap.

  • 6 modules, typically run over 12 weeks

  • Up to 15 participants

  • Evidence-based, utilising cutting edge safety science and performance science

  • Interactive activities

  • Available as a face-to-face course or via distance learning

    • Our distance learning option combines live webinars via Zoom or Teams and targeted independent study. Independent study includes a variety of media and methodology to cater for different learning styles. This format allows participants to arrive at live sessions having covered the theory and concepts, with the live sessions then focused on application in practice in their own context.

  • Independent study includes but is not limited to:

    • Relevant articles/papers (key points summarised with signposting to full papers and articles)

    • Games and quizzes

    • Recorded presentations

    • Videos

    • Questions for reflection

    • Optional extra activities to stretch those with a higher existing level of knowledge

This sample curriculum is a starting point for adaptation depending on the needs and experience of the group, in particular taking into account the specific different organisational and care settings and stakeholder boundaries.

Who is this course suitable for?

  • Suitable for all Healthcare Professionals, both clinical and non-clinical

  • Applicable to all departments and Multi-disciplinary teams

  • Prior experience of Human Factors is helpful but not essential

Course objectives

Get to know you session

  • Define “Human Factors For Healthcare” 

  • Share how this concept addresses the flexible relationship between internal cognition, interactions/team dynamics and the external environment/conditions under which work is undertaken

  • Provide the opportunity to get to know each other, share backgrounds, agree on expectations and establish individual needs

  • Build a sense of trust that leaves all parties with the feeling that this training will be a two-way process

Module 1 - Patient Safety & Human Factors: Present & Future

  • Establish what we mean by Safety I and Safety II

  • Determine the difference between simple, complicated and complex systems

  • Ascertain what a “systems thinking” approach means within Human Factors

  • Allow you to consider Safety Differently and Safety III

  • Look at how ideas introduced within Complex Systems fit with classical understanding of adaptation 

Module 2 - Just & Learning Cultures

  • Identify the difference between cultures and climate

  • Introduce the concept of a Just & Learning Culture

  • Develop ideas of how to understand violations within Complex Systems

  • Acknowledge the role of subcultures and their impact on both climate and culture

  • Apply the concepts of understanding causation in complex systems to the context of incident investigations

Module 3 - Human Cognition: To err is human

  • Help you to recognise situations that an individual’s ability to perform optimally is impaired

  • Review the short and long term effects of stress on an individual’s capability to perform

  • Analyse how people make decisions in high pressure situations

Module 4 - Factors between humans

  • Explore what high performing teams may look like in your organisation

  • Discover how the nature of complexity may impact on team dynamics

  • Appreciate the potential of constructivist language within high performance environments

  • Recognise the importance of high trust behaviours within teams and groups

  • Present approaches to feedback to increase group learning and maximise improvement 

Module 5 - Creating conditions for high performance

  • Discuss the role of a leader within a high performance environment

  • Recommend approaches that enable a high support environment

  • Offer principles of good teaching

  • Propose what constitutes a positive learning environment

  • Investigate the role of design within the working environment and its impact on safety

Module 6 - Putting learning into practice

  • Ask what are the main messages and takeaways for you from each session?

  • Encourage you to reflect on the implications of this for you, in your role as a facilitator of change and improvement

  • Give you an opportunity to present and get peer and expert feedback on an implementation plan, presentation, project, training session, or initiative you plan to action, individually or as a team, after the programme concludes

Course testimonials

Participating in the Human Factors programme run at UCLP with Medled has provided valuable insights and support to enable our organisation to develop our own projects related to Human factors. By working with other organisations and by working with individuals with different viewpoints this programme has helped us to develop a more rounded knowledge of how human factors can be integrated throughout our own organisation. Building on the experience from this programme we have rolled out our own human factors training programme throughout our organisation using a variety of methodologies

John Kyffin
Simulation Lead
MSB Group

Thank you to Paul for his thoroughly enjoyable training

Helen Silver-MacMahon
Senior trainer and Content Development Lead

I have really enjoyed the course. The team at MedLed are knowledgeable and experienced in the topics we studied. I feel really pleased that we have moved our human factors understanding beyond the non technical skills to a really broad understanding of the complexity of healthcare and how we can use this to approach each situation with the right aspect of human factors knowledge. I have also valued the support and conversations I have had with Ben and Paul about things we have learned and how to use these concepts in a practical way in the hospital.

Christina Rennie
Consultant Ophthalmologist Patient Safety Specialist
University Hospital Southampton

Excellent team! Thank you Paul, Denis, Samantha and Ella! Ben is truly a genius. He’s able to simplify the concepts on human factors! The programme is well structured (with evidence based tools and recent publications about the concept) and comprehensive course materials. The facilitators are engaging and interactive. It was a fun learning experience!

Rexford Del Rosario
Medical Affairs Senior Assistant Manager
Ng Teng Fong

I attended a 5 day Human Factors course facilitated by Ben Tipney from MedLed and found Ben an excellent and skilled facilitator. He used his background in rowing as a base for facilitation often using personal examples which made learning and reflection more real for the delegates. He is particularly good at facilitating the session on teamwork and effective teams. I also found his practice of summarizing first thing in the morning what lessons the delegates took home the day prior very useful. He has generously loaned me slides and helped develop presentations. Ben is a patient listener and able to use delegates’ experience and thoughts as part of teaching. He is very professional and shows respect to all students irrespective of their age or experience.

Since attending his workshops, I have been able to develop my own interest in managing distractions in clinical practice and implementing barriers to these interruptions.

Alison Glover
Deputy Director for Patient Safety
University College London Hospitals NHS Foundation Trust