This paper describes the initial development and implementation of the Starting Well Health Demonstration Project, Scotland's national child health demonstration project. The Project, initially launched in 2000, aims to demonstrate that child health can be improved by a program of activities that both supports families and provides them with access to enhanced community-based resources. Early process outcomes will be presented and policy implications arising out of the Project to date will be explored.

ProblemIn 2018, Creighton University School of Medicine initiated a multiyear strategy to redesign the pedagogic approach of its educational program, transitioning from large-group, lecturebased experiences to small-group, active learning experiences using case-based learning (CBL) as required prework for team-based learning (TBL). In July 2019, the authors introduced their first-year medical students to the pedagogic and empiric underpinnings of the new curriculum they would experience. Initially, and ironically, this introduction was presented as a 30-minute didactic lecture, and students' ability to assimilate this information in any meaningful way was challenged. In addition, students required several sessions of the CBL-TBL activities during the official curriculum before they were able to effectively function as a team of learners. The authors created a novel introduction to their educational program that was active, meaningful, and efficient.