Table C.

Models of educational interventions and definitions

Type of Model	Definition
Kotter’s Change Management Model	Design to: “(a) create urgency; (b) form a guiding coalition; (c) create a vision; (d) communicate the vision; (e) remove obstacles; (f) create short-term wins; (g) build on the change, and (h) institutionalise new approaches” Bloom's taxonomy & active learning also mentioned
Constructive Framework Model	Built upon faculty members' existing facilitation and teaching skills and highlighted their transferability
Peer-to-Peer Model	Mimic face-to-face workshop by using Zoom with breakout rooms
Flipped Classroom Model	Enabled a mix of asynchronous and synchronous learning because learners could complete parts of the curriculum at their own pace (based on their own understanding or because of scheduling constraints)
Cognitive Apprenticeship Model	Modelled a short presentation on how to write high quality MCQs, then used coaching, and scaffolding, then 'articulation' and 'exploration' steps for learners to create their own MCQs.