Medical education has traditionally focused on providing a strong knowledge base, starting with basic and clinical science. The implicit high value placed on this type of knowledge is reinforced by examinations that, at all levels of training, test the learner's competence in retaining and using a body of information deemed to be valid and (sometimes) important.

However, the only constant is change, and this may be truer in the science and practice of medicine than in most endeavors. The relatively short half-life of medical knowledge has led to recognition of the importance of instilling the value and the skills of life-long learning as a core piece of medical education. Learning does not conclude at the . . . [Full Text of this Article]