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Background: There is a need to introduce self-styled innovative teaching learning (TL) methods to make class room or bed side teaching more interesting for medical graduates. Methods: This research work show cases the experience shared by 26 FAIMER fellows who participated in a Mentor-Learner (ML) web discussion on self-styled innovative TL methods. Selfstyled TL methods conducted earlier either in large or small group setting were shared by the participants. Results: Self-styled T-L methods in the large group settings involved group activities and usage of different teaching modalities. It improved the attention span of students. Self-styled T-L methods implemented in the small group settings improved group discussion. Students felt benefitted by learning from one another. These sessions helped in better retention of facts and the setting favoured easier clarification of doubts from the facilitators. Assessment methods were used more in small compared to large group settings. Challenges involved during preparatory stage and inability to bring about universal student participation during implementation stage of various suggested methods were experienced by most facilitators in both types of setting. Majority of the methods could not touch beyond the “Cognition” component of the Miller’s Pyramid of Assessment. Conclusion: Effective implementation of self-styled methods require good pre-planning and a wellsupported feedback/evaluation process during the post implementation phase. It is also recommended to introduce innovative TL methods which strengthens the “Behaviour” component of the Miller’s Pyramid of Assessment at various teaching institutions.

Innovative Teaching Learning Methods for Health Professional Educators – Experiences Shared by Participants during an Online Learning Forum