How do we best educate and maintain competent and capable clinicians? This question is hardly new,1- 3 yet the answers offered over the past century have been either enthusiastic but ephemeral (Into to the laboratory! Straight to the clinic! Problem-based learning for all!) or erudite but elusive (we should espouse evidence-based medical practice or embrace adult learning theory). Changes in the educational environment, however, including an increasingly stratified hierarchy of trainees and supervisors combined with work-hour rule requirements and then further combined with the complex and mounting demands of what we need our clinicians to be able to do in terms of competencies or capabilities,4 have brought this conversation to the forefront of graduate medical and continuing medical education.
Ballantine A, Feudtner C. The 10 R's of Clinician EducationA Checklist. Arch Pediatr Adolesc Med. 2010;164(4):389–390. doi:10.1001/archpediatrics.2010.33
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