Mr Goldie Khera is an Honorary Clinical Senior lecturer at Brighton and Sussex Medical School.




I attended Mr Khera's DDU teaching on Friday and found it really helpful, Mr Khera was a very good teacher and I really enjoyed the session.


I found the teaching really useful. It was good to learn a lot about a specific case but then open it up to GI surgery in general, and it was a very non-intimidating environment compared to a fast ward round.


I found the session very useful, it was pitched at the right level and covered relevant topics. It was also a very supportive atmosphere, which was nice having just started on Surgery and not feeling too confident. Thank you for your help.


Mr Khera's bedside teaching was really useful. I particularly liked that there was only a few of us there, so I felt very engaged. I really liked that it was by the bedside and case relevant. I feel it was much more useful than attending ward rounds, where consultants are not really able to teach and juniors are far too busy running around. - I often feel ward rounds can be just a box ticking exercise as a medical student. I liked that we focused on 'ward round' stuff but in a more educational way with Mr Khera. My only comment to improve would be the opportunity to have more learning like this from a senior doctor such as himself. - I don't know if we are actually allowed to sign up for his teaching more than once?


Firstly, please could you thank Mr Khera for taking the time out of his busy schedule to teach us - it is very rare to spend time with a consultant, with the sole purpose being to teach us. I found it particularly useful to rotate roles for each patient (I.e. One student inspected the first patient, and then got to summarise for the next patient). This allowed me to try and improve on any mistakes the previous student had made and to practice any tips we'd been given from the first case. On the other hand, I would have appreciated being told what the rough plan for the session was, as I felt like myself and the other students weren't sure what we were doing until we were in front of the patient. Maybe, if we were told beforehand, we would have felt better prepared. Finally, I found it very useful to be taught a structure for how to answer potential CBD-like questions. For example, if asked about complications from a surgery, classify them as immediate, early and late.


Favourite parts:


-My Khera prepared patients who would be suitable. This was very good as it didn't waste any time and meant the patients were keen to help us. Focussed a lot of the teaching on actually looking at what is going on and general observation skills, which I think will be very useful in the OSCE. Very kind and gentle teaching attitude! I liked that we didn't stand with the patients for too long and get in their way and that after each patient we discussed it away from the bedside.

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