ABSTRACT
Medical education is changing; reduced working hours [1] and the need to keep up to date [2] demand effective and efficient teaching, supported by new technologies.
In medical training, teaching methods have to accommodate the autonomous and self-directed strategies that adults use for absorbing and retaining knowledge [3]. Adults learn best with goal-orientated well-defined objectives; they have more interest in problem-centred teaching and are best motivated by internal drives when new knowledge is appreciated as being both relevant and practical in their everyday working lives. Self-esteem varies from person to person and adults need to be shown respect throughout the learning process. One of the main barriers to effective adult teaching is pride: humiliation in front of peers is counterproductive and teachers need to acknowledge all positive aspects of performance.
