Learning on the job: developing an educational culture of trust

Abstract

Over the last 250 years or so, medical education has brought together one-on-one apprenticeship and academic tutelage.^1,2 The former may be intensely practical, if idiosyncratic, while the scientific basis of the latter may be remote from clinical application. Over the years, education, in general, has developed from an instructivist approach, with an emphasis largely on information imparted by the teacher, to a constructivist approach, emphasising that learners build up their own knowledge.³