ABSTRACT
Introduction Curricula come in many different forms and use a lot of educational jargon and complex conceptual diagrams. This chapter places clinical teaching within the context of a medical school curriculum, presents some key theoretical concepts relevant to curriculum development and implementation, and provides explanations of commonly used educational terms. This material may be useful in gaining a deeper understanding of why and how various educational strategies might succeed or faiL and can be read either before or after the practical approach taken in Part 2. Depending on personality style and learning style preference, some clinical teachers may wish to achieve a better understanding of the origins of the tasks they are given by the medical school.
