Thanks, Chair.
I don't have much of a background in the medical field; I am a retired policeman. My only two analogies with the medical profession are that I can drive fast as long as you don't die, and that when someone calls us from the hospital and asks us for help, I just tell the doctor to say, “You're going to have about eight to ten seconds after I apply carotid control”, so that you can get that person to understand that it would be better to cooperate.
I have a couple of questions to Dr. Jalali and then one in general.
First of all, you mentioned self-learning modules, which I see as an advantage in some senses. But being retired from the RCMP, when the force moved down the road to some self-modules, I had mixed feelings about it and I still do. Sometimes you can get to the point where the students start trying to teach themselves.
You can't teach common sense. You either have it or you don't have it. Do you see a point at which there needs to be some intervention? In your classes, when there are self-modules, if you see a student starting to stray, at what point do you feel that you need to intervene and say, “Just a second, that's not what we meant by this” and bring them back?