title: As technology and generations in medical education change, what remains is the intersection between educator, learners, assessment and context.
abstract: The information era has begun to create major shifts in educational systems, including those in undergraduate medical and graduate psychiatric training programmes. Despite these changes, teaching and learning in formal educational settings remains predominately the product of the intersection between educator, learners, assessment and context. This article reviews intrinsic and external forces influencing each of these elements, such as intergenerational differences in teaching and learning styles, education technologies as they relate to delivery and maintenance of curricula, competency frameworks of assessment, and individual learning and teaching development plans. Maintaining a focus on the relationship between these factors and re-conceptualizing psychiatric education and formal medical education systems in general as a mutual two-way learning exchange between participants will promote careers of lifelong learning.
authors.affiliation: University of California, San Francisco and University of California, Berkeley, CA 94143-0984, USA. Amin.Azzam@ucsf.edu
authors.forename: Amin
authors.initials: A
authors.lastname: Azzam
mesh_terms: D004501:Education, Medical / Q000379:methods* / Q000592:standards / Q000639:trends; D006801:Humans; D007858:Learning / Q000502:physiology*; D011570:Psychiatry / Q000193:education*