One of the most important () is the need for planning. Far from compromising spontaneity, planning provides a structure and context for both teacher and students, as well as a framework for reflection and evaluation.
•Who am I teaching? The number of learners and their study level or stage in training.
•What am I teaching? The topic or subject, the type of expected learning (knowledge, skills, behaviours).
•How will I teach it? Teaching and learning methods, length of time available, location of teaching session, access to patients, internet resources, clinical skills models, etc.
•How will I know if the students… >>>
