ABSTRACT
If the hallmarks of excellence are treated as educational objectives in the traditional sense, we are immediately condemned to the absurd and ultimately frustrating task of devising assessment tools for highly sensitive and precious human qualities, and making them one by one the targets of a series of artificial teaching strategies. For this reason we have never felt happy about the teaching of attitudes. Attitudes have a 'keep off the grass', 'out of bounds and out of reach' feel to them. We recognise their importance, know them when we see them, and frequently discuss them behind our Trainees' backs. The most useful lessons our Trainees could possibly learn are the ones we don't know how to teach; yet we're paid instructors! Time and again the ambivalent message came – measuring and modifying attitudes is (a) hard work, (b) probably impossible, and (c) something they would like to be better at.
