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 understand? Informal and formal assessments, questioning techniques, feedback from learners. To these we might add the following. •What do the learners know already? •What are the learners going on to next? •What do the learners want to know or be able to do as a result of your teaching? And how will I find this out? •How will I build in flexibility to address unforeseen learning needs?