The article describes an educational intervention designed for a traditional primary health care team. The intervention consisted of a series of educational exercises designed to enhance team member self efficacy and provide experience of a variety of effective shared learning strategies. The primary health care team were then given the opportunity to apply this new knowledge and skills to designing their own teaching sessions as part of a practice teaching competition. The evaluative framework and feedback from the participants demonstrating achievement of the learning outcomes are then described.
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Competing interests: the author is not aware of any competing interest
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