Structured portfolio assignmentPrepare a structured portfolio relating to your teaching activities over a minimum period of 3 months.IntroductionThis is a portfolio of the teaching activities that I undertake as a lecturer. I will reflect on my activities and discuss the principles I have tried to use to guide my teaching. I am a clinical instructor in medicine and am involved in teaching undergraduate medical students. I also participate in the examination of medical students at different stages of their studies. This takes place in various contexts, such as bedside teaching, tutorials, lectures, mock 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 therefore it is my responsibility to do everything possible to develop the skills necessary to become a competent teacher. According to the General Medical Council's Tomorrow's Doctors (2009), these skills involve the use of emotional intelligence when teaching students and teaching them with an awareness of program objectives. Context of my teaching role in as a clinical researcherMy teaching experience prior to my work as a lecturer was limited to impromptu bedside teaching with house officers and medical students. However, when I was a medical student, I gave tutorials as well as organizing review sessions for my classmates. Currently, I work as a clinical teaching fellow, where medical students from the University at different levels of their training come for their clinical assignment. The medical school has a graduate entry program in medicine and therefore...... middle of paper ......ence. London: Routledge. Okuda, Y., Bryson, EO, DeMaria, S., Jacobson, L., Quinones, J., Shen, B. and Levine, AI (2009) The usefulness of simulation in medical education: what is the Proof? Mount Sinai Journal of Medicine: A journal of translational and personalized medicine. 76:330–343. Pratt, D. (2002) Good teaching: one size fits all? New directions for adult training 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. and Schiffer, R. (2008) What makes a good clinical professor of medicine? A review of the literature. Academic medicine. 83(5), May 2008. Yeates, PJA, Stewart, J., Barton, JR (2008) What can we expect from clinical teachers? Establish consensus on applicable skills, attitudes and practices. Medical education. 42:134-142.