Change:  University of Texas, M.D.Anderson Cancer Centre's videos of doctor-patient communication skills.Teaching procedures and skills with MannequinsJust Like the First TimePhysical Exam Module from the University of VirginiaIntentional Role Modeling (Observation and Shadowing by learners)Clinical Supervision (Observation, supervision and assessment of learners)Teaching   View changes from previous version. (Word count: 328)

Change:  from CanMedsResources: Maintaining Competence in the Field: Learning About Practice, Through Practice, in Practice This paper explores a likely source for the learning that allows practitioners to engage in their own continuing professional development: the process of learning from their personal experiences of solving problems in their daily practice.   View changes from previous version. (Word count: 302)

Change:  Students supplement their training by using the online facilities in a blended approach. At the tap of a key, students have the opportunity to access   View changes from previous version. (Word count: 295)

Change: Resources: Resources: Maintaining Competence in the Field: Learning About Practice, Through Practice, in Practice This paper explores a likely source for the learning that allows practitioners to engage in their own continuing professional development: the process of learning from their personal experiences of solving problems in their daily practice. Return   View changes from previous version. (Word count: 223)

Change:  This paper explores another likely source for the learning that allows practitioners to engage in their own continuing professional development: the process of learning from their personal experiences of solving problems in their daily practice. Return to Clinical TeachingProceed to Clinical Assessmentor use the left   View changes from previous version. (Word count: 223)

Change:  (Under construction)TeamworkThis is linked to the BMJ module Team working: a user's guideFeedbackWe usually think of feedback as an end result of teaching, but it can also be used as part of the learning process. Return to Clinical TeachingProceed to Clinical Assessmentor use   View changes from previous version. (Word count: 118)

Change: Teaching in the Operating RoomTeamworkThis is linked to the BMJ module Team working: a user's guideFeedbackWe usually think of feedback as an end result of teaching, but it can also be used as part of the learning process. Return to Clinical TeachingProceed to Clinical Assessment   View changes from previous version. (Word count: 116)

Change: Patient-Centered Skills/ProceduresTeaching procedures and skills with MannequinsIntentional Role Modeling (Observation and Shadowing by learners)Clinical Supervision (Observation, supervision and assessment of learners)TeamworkThis is linked to the BMJ module Team working: a user's guideFeedbackWe usually think of feedback   View changes from previous version. (Word count: 103)

Change:  BMJ module Team working: a user's guideFeedbackWe usually think of feedback as an end result of teaching, but it can also be used as part of the learning process.Return to Clinical Teaching Proceed to Clinical Assessment or use the left hand menu to make another selection   View changes from previous version. (Word count: 101)

Change: There were only format changes (bold, italics, etc.) in this version. See this version for details. (Word count: 83)