Over the years we have been developing CARDiph the groups who have played it with us have devised a huge variety of active and interactive teaching and learning activities that have included, for example, sorting and matching exercises, discussion, simulations, artwork, photography and video-making, escape rooms, role plays, treasure hunts, props, toys and craft materials. Participating groups have gone on to propose opening up their sessions to a wider variety of teachers and learners, especially patients (including simulated patients, expert patients, social groupings and health charities, families and friends). Many have suggested introducing interprofessional activities with other professionals, including other health and social care professions but also academics, police, social services, lawyers, armed forces and clergy. Assessment and evaluation methods proposed by those playing CARDiph have been equally diverse but always focussed on offering the best possible feedback to learners: quizzes, multiple choice questions, game outcomes, reflective exercises, debriefs, written and verbal, peer and patient feedback, phased assessment methods and adaptive assessment. An interesting output is that within the proposed sessions the teaching is always done in teams, making the most of the talents of all the people in the group.