If medical educators are to perform at our best, it is vital that we understand how people learn. Learning, not teaching, is the ultimate outcome of medical education, and we are unlikely to foster it effectively if we do not understand what it is and how it takes place. Yet most medical educators have little or no background in formal educational theory. If we are good teachers, it is frequently because we were blessed with good educational instincts, or because we had the good fortune to study with and emulate other good teachers.


Medical Student Sickle Cell Anemia Gestalt Psychology Good Teacher Theoretical Insight 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer-Verlag London Limited 2006

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