Table 2 Optimal LOs

Teaching through small group discussion under teacher supervision on actual patients

Using clinical reasoning approaches adapted to different clinical setting (e.g., problem-solving)

The teacher discussing the patient case with learners before and after interacting with the patient or performing the surgical procedure(s)

Describing clinical problem and illustrating patient management on actual patients

Using other student-centered methods (such as role-play, questioning, brainstorming and ….)

Using multimedia and educational films for teaching

Expressing medical experiences for educational purposes

Providing a non-threatening educational environment and building confidence for learners

Encouraging learners to participate actively in the clinical services process to learn more

Applying learning tools tailored to learning objectives and settings (including the study guide and the logbook)

Delegating important clinical responsibilities (in line with learning competency and objectives) to learners during learning

Continuous supervision on the learner’s performance while she/he is performing clinical tasks

Providing appropriate feedback to learners in clinical settings

Assessing interns using a clinical competency assessment

Planning for the implementation of LOs as a longitudinal theme in the M.D. curriculum

Vertical integration of clinical and basic sciences

Launching a record and management system of clinical LOs that is available at all supervisory levels

Conducting continuous educational team development on the ways to design and manage LOs

Continuously evaluating the educational team by the Teacher Evaluation Unit in terms of how to manage LOs

Encouraging members of the educational team to manage LOs effectively