ABSTRACT
This chapter discusses how strategies can make structured teaching time both more enjoyable and more powerful learning experiences. The main roles of structured teaching time are to augment experiential learning from seeing patients and to ensure coverage of required curriculum content. The list of topics provided by the educational organisation is indicative of the clinical content areas that learners are expected to learn about during the attachment and should reflect learning objectives, but should not necessarily be seen as a list of tutorial topics. Critical incident analysis is a form of quality assurance activity that originated in the military forces as a means of learning from errors. The chapter explains how critical incident analyses can be applied in the context of practice-based supervision. Critical appraisal is the ability to interpret information and is the basic tool of evidence-based medicine. The chapter presents some methods of making topic tutorials more interesting and adult learning oriented.
