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A. Theoretical Frameworks and Concepts Learned The Instructional Design Model Parallels between teaching and medical practice The patient-centred clinical method The learner-centred educational method Psychology of learning - the science of learning knowledge, skills and attitudes "Evidence-based" education Learning styles (Kolb and others) Developmental issues in learners Information processing model of learning Theories of learning - cognitive, behavioral and humanistic Principles of motivation Principles of problem solving The development of expertise Androgogy and other theories of adult learning Experiential learning Principles of student assessment Assessment blueprint Principles of program evaluation Curriculum theory Reflective approach vs. technical rationality (Schon) Major curriculum changes over the years - Flexner, GPEP, EFPO and Project CREATE   B. Skills Learned Using the Instructional Design Model for curriculum and course design Using "Set, Body, Closure" as a framework for presentations and lectures Writing instructional objectives Using questions effectively Assessment of teaching skills in a valid, reliable and insightful manner Constructive feedback One-to-one teaching Small group teaching Structuring feedback using Pendleton's rules and "agenda-led, outcome-based analysis" Designing a student assessment system using an assessment blueprint Self-directed learning Self and peer assessment Special features of teaching on the wards and in the ambulatory setting Teaching the patient-centred method Using instructional media Working with difficult learning situations Distance Education (Network learning)

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