Background
Many radiologists are unaware of best practices in teaching and particularly evidence based educational theory which can be immediately and effectively applied to postgraduate training. As aconsequence, current practice in radiology education often follow a see one do one approach. Many radiologists assume that delivery of teaching either through traditional or newer methods eg.eLearning will automatically result in the ability of the student or trainee to apply this knowledge in clinical practice - the concept of knowledge and skill transference. Anecdotal experience andthe literature suggests that this is not the case. Literature on the psychology of transference indicates that typically students who have recently been exposed to a concept have only a 10-30%success rate in applying that concept to new, related problems similar in concept but dissimilar to original example. Many lectures, tutorials and other learning activities are in fact designed withmost instructors being unfamiliar with educational literature suggesting strategies to promote knowledge and skill transference. Extensive literature and evidenced based suggestions for teaching fortransference are available as has been reviewed by Norman [1, 2] and Anders Ericsson [3]. Norman has suggested several effective strategies for promoting transference. In initial concept learning,presenting the concept followed by an example, then example problems with practice solving these, followed by mixed practice where superficially similar but different problems are contrasted andfinally allowance for distributed practice over time are particularly effective. Anders Ericsson has emphasized the role of deliberate practice and use of multiple examples and simulations. The aimof this exhibit is to demonstrate these principles using the compartment model as a strategy for diagnosis in orbital imaging [4].