Structured portfolio assignmentPrepare a structured portfolio relating to your teaching activities for a minimum period of 3 months. IntroductionThis is a portfolio of the teaching activities that I carry out as a teacher. I will reflect on my activities and discuss the principles I have tried to use to guide my teaching. I am a clinical lecturer in Medicine and am involved in teaching undergraduate medical students. I am also involved in examining medical students at different stages of their study. This occurs in a variety of contexts such as bedside teaching, tutorials, lectures, simulated exams. I will include evidence of the different aspects of teaching in which I am involved. I feel privileged to be involved in training medical students to become doctors and it is therefore my responsibility to make every effort to develop the skills necessary to become a competent teacher. These skills, according to the General Medical Council's Tomorrow's Doctors (2009), involve using emotional intelligence when teaching students and teaching with an awareness of what the objectives of the curriculum are. Background to my teaching role as a clinical researcher My teaching experience prior to my work as a lecturer was limited to impromptu bedside teaching of house officers and medical students. However, when I was a medical student, I was involved in teaching tutorials and organizing review sessions for my fellow students. I currently work as a Clinical Teaching Fellow, where medical students from the University at various levels of their training come for their clinical assignment. The Faculty of Medicine has an admissions program for the degree in Medicine and therefore...... middle of paper ......ence. London: Routledge.Okuda, Y., Bryson, EO, DeMaria, S., Jacobson, L., Quinones, J., Shen, B. & Levine, AI (2009) The Utility of Simulation in Medical Education: What Is the Trial? Mount Sinai Journal of Medicine: a journal of translational and personalized medicine. 76:330–343. Pratt, D. (2002) Good teaching: a one-size-fits-all solution? New directions for adult and continuing education. 2002(93): 5–16.Purcell N & Lloyd-Jones G. (2003) Standards for medical educators. Med Ed 37:149–54. Sutkin, G., Wagner, E., Harris, I. & Schiffer, R. (2008) What makes a good clinical teacher in medicine? A review of the literature. Academic medicine. 83(5), May 2008. Yeates, P.J.A., Stewart, J., Barton, J.R. (2008) What can we expect from clinical teachers? Establish consensus on applicable skills, attitudes and practices. Medical education. 42:134-142.