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Editorial
January 5, 2011

Medical Education Theme Issue 2011Call for Papers

Author Affiliations

Author Affiliation: Dr Golub is Deputy Editor, JAMA (robert.golub@jama-archives.org).

JAMA. 2011;305(1):98. doi:10.1001/jama.2010.1893

Whoever ceases to be a student has never been a student.—George Iles

Medical education is not synonymous with classroom activities or ward rounds accompanied by teaching attendings. It is instead a process that begins well before matriculation into medical school and, for successful clinicians, never ends. It incorporates modes of reasoning and learning that should be (but are not always) honed in college, if not earlier. After formal training ends, medical education continues not just with regular conference attendance but also with self-directed learning as a response to the multitude of questions that arise daily in clinical practice. This entire spectrum of education (and reeducation) should be a target for research to optimize learning, with a goal of creating and maintaining physicians who are best able to provide medical care in an environment with an overwhelming and constantly shifting amount of information.

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