The Bilingual Program of the Community of Madrid (BPCM), Spain, started offering Content and Language Integrated Learning (CLIL), in English, at Primary Education in 2004, at Secondary in 2010, and at Infant Education (3–6-year-old students) in 2017. This approach requires multiskilled practitioners, highly trained in the CLIL methodological principles, to ensure the planning and delivery of effective lessons. However, CLIL teacher training is deficient and needs to be boosted through alternative proposals. This work analyses the potential of a checklist for self-evaluation and observation of CLIL teachers at Infant Education. It is an exploratory research that presents a case study in two Infant Education classrooms in which CLIL is taught by the same teacher. The data collection includes linguistic data collecting techniques such as the checklist for the observer and for the teacher, an observation protocol, transcripts of the interviews, among others. Results from the qualitative analysis of the Infant teacher self-evaluation and the observer showed that a never-ending-teacher-development-awareness to promote teachers to manage their experience adequately was stimulated, and it was likely to open the door to innovation in educational trends (CLIL) in order to offer a solid respond for their professional needs. It also proved to identify the actual CLIL training needs of the Infant teacher and unveiled her thoughts and practice in her bilingual classes. Therefore, it can be concluded that the self-evaluation checklist can be a useful instrument likely to shed some light on the complex phenomenon of in-service CLIL teacher training.

How physicians are trained has been heavily influenced by the advent of the technology era. Technology has progressed faster than society has been able to integrate it. The same is true within schools of medicine and residency training programs. Many technological advances are available to medical educators, and the goal is to make educators aware of the possible educational tools. Traditionally, medicine has been a learn-by-doing discipline. This is becoming less and less acceptable in modern society, and new training methods are being sought, developed and implemented. Some of the modalities available to medical educators include intranet, hand-helds, virtual reality, computerized charting, computerized access to information and electronic monitoring student education. Technological advances in medical education have their uses, but there are also many drawbacks, including hardware limitations, computer failure, security issues, patient confidentiality issues, property rights, maintenance and poor attitude of those required to implement new learning systems.