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Although we traditionally think of teaching clinical skills in a laboratory setting or in clinics, a number of different educational methods and strategies may be used to teach these skills, including lectures, laboratory classes, and flipped classroom techniques. Each of these methods has its own advantages and disadvantages in relation to teaching clinical skills. Regardless of the method selected, application of educational theory should underpin the delivery of the learning strategy. For example, teaching methods that promote active rather than passive learning should be encouraged. Active learning occurs when students engage in activities that promote analysis, reflection, and problem‐solving. Further, any educational method that includes an appropriate motivational context, a high degree of student activity, interaction with peers and teachers, and a well‐structured knowledge base will encourage a deep approach to learning. Conversely, any teaching method that has a heavy workload, high contact hours, excessive material, or an emphasis on coverage is likely to push students to a superficial approach to learning (Grant, 2013).