Table 2 The lesson plan (instructional design) of each session/week/topic in the “Weekly Clinical Updates on Primary Care Medicine” for general practice in this study based on experiential learning cycles [7, 8]

The first 30 min

Presentation of a case based on the topic of the day (an actual patient care)

Primary care physician (1)

‘Concrete experience’ (what was usually done in practice)

To start the learning cycle according to Kolb and colleagues

A medical record based on family medicine principles

The second 30 min

Presentation of a critical appraisals on a publication of family medicine journals related to the topic of the case-report

Primary care physician (2) from the same small group learning as physician (1)

‘Reviewing and studying’ (what should be done based on evidences)

To move to the second stage of learning cycle in the experiential learning

Critical appraisals tools and checklist available on the internet (introduced in a workshop of critical appraisals)

The third 30 min

Presentation of a critical appraisals on a publication of clinical medicine journals related to the topic of the case-report

Primary care physician (3) from the same small group learning as physician (1)

‘Reviewing and studying’ (what should be done based on evidences)

To move to the second stage of learning cycle in the experiential learning

Critical appraisals tools and checklist available on the internet (introduced in a workshop of critical appraisals)

The fourth 30 min

Feedback and discussion

Clinical teacher who were invited based on the topic of the case-report

‘Abstract conceptualization’

To move to the third stage of learning cycle in the experiential learning

Teacher training on ‘constructive feedback and one-minute preceptor-ship’

The last 30 min

Feedback and discussion

Family medicine teacher from family medicine team

‘Abstract conceptualization’

To move to the third stage of learning cycle in the experiential learning

Days after

Observation-based learning

Family medicine teacher from Family medicine team

‘Active experimenting’

To move to the last stage of learning cycle in the experiential learning

The one-minute preceptorship

Days after–before another week

Writing a reflection form

All primary care physicians as participants in the WCU course

‘Active experimenting’ (what should be done better next time/plan)

To move to the third stage of learning cycle in the experiential learning

Reflection form based on Gibbs’