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In defence of a human conversation in medical vocational education: a discussion from the United Kingdom

Abstract At a time when the regulation by statutory bodies of medical education is tighter than ever before, and (particularly) postgraduate medical education is become more didactic and less experiential, the author examines questions inherent in education and training of the doctor in the United Kingdom. Recently introduced educational paradigms and the tensions inherent in the competency model are discussed. A return to that kind of conversation, which is at the same time a dialogue with the discipline and also with the teacher/practitioner, is advocated.