Describe and evaluate a teaching session about patient history taking in general practice medicine and using one of the instructional methods such as problem-based learning, bedside teaching etc., are all ‘experiential’ instructional methods; and also use a variety of teaching strategies such as Think aloud • Peer coaching • Concept-mappingPart A: Plan of the teaching session Write a narrative on how you would go about facilitating an instructional method. Consider what teaching strategies you would utilise throughout the session, ensuring focus on how the lesson facilitates the development of clinical reasoning skills and relates to your workplace. Ensure your emphasis is on description and justification for the instructional method and teaching strategies. References required. Please attach a lesson plan as appendix item. Part B: Evaluation Implement the teaching session, and conduct a self-appraisal following the completion of the teaching session. Reflect on your self-appraisal using the Gibbs Reflective Practice Cycle elements (see Figure 1 below). Reflection should focus on use of the instructional method and teaching strategies and how well (or not) they facilitated CR skills. Include any challenges or barriers to this instructional method and teaching strategies both generally (as described in the literature) and specifically in relation to your workplace and reflect on how Metacognition can contribute to critical thinking Please note for Part B you are not marked on the effectiveness of your teaching session, but on your reflection. Therefore, even if your teaching session did not go as expected, please elaborate further and identify areas of improvement for next time using the stages of the reflection cycle.