This book is designed to aid the faculty of medical and other health related schools in developing the pedagogical skills to transform their teaching in multiple settings including the classroom, the conference room, the ambulatory office, and the hospital from a passive learning experience to an active learning experience. In this transformation, the teacher morphs from the ¿all knowing expert¿ to the ¿learning facilitator and coach¿. After a brief review of adult learning theory the remainder of the book will focus on a broad variety of teaching techniques and classroom activities that ¿flip¿ the classroom from a passive to an active learning environment. In addition to