Evidence‐based arguments in support of medical education reform

Medical education is undergoing major transformations. One hundred years and counting after Flexner, we are coming to realise that the practice of training highly skilled professionals such as modern doctors in separate stages is far from ideal. Research in education has been telling us that learning is a recursive process characterised by a to-and-fro dynamic between declarative and procedural knowledge, between knowledge as culture and situated practice, and between the academic setting and the workplace.