THE MEDICAL DOCTOR AS A LEARNER

edical facilities and equipment are continuously advancing and becoming more sophisticated in a variety of fields including laboratory, radiological, bedside, operating rooms and others. This major progress is an attempt of improving the diagnosis of diseases and discovering or studying new opportunities to refine the management of medical conditions and thus improving patients’ outcomes. In order to achieve these goals several important factors and issues are involved. Among the most important of these are: the presence of a good health centre equipped with good facilities, run by motivated staff (medical, nursing, paramedical, and ancillary) supported by non-clinical departments like medical records and Information Technology (IT), and all are practicing within a frame of respectable relationship. There should be a clear, well-designed working’ system, an intention for teaching at different levels, and preparation for conducting research. In order to continue enjoying the same good standard of such atmosphere it is essential to continue maintaining these strategies. Similarly medical teaching had undergone significant changes, and medical research both clinical and laboratory is generally well-funded. These fields are intended to improve the standard of the graduate and postgraduate students, and the quality of the health service. Likewise in order to maintain that good standard the teaching staff must be experienced and teaching within a flexible, easily modified curriculum. The students must be motivated and willing to learn. The presence of a well-designed clinical and laboratory research is essential, and there should be an understandable atmosphere and cooperative approach between the authority that provides the health care and the authority who provides the teaching if there is duplication. Medical doctors are under continuous pressure from patients, health-care providers and other authorities to show that they are updated in their theoretical knowledge and practical experience. Licensing authorities demand that the licensed medical doctor is competent before renewal of the license. It is therefore getting very clear that we must be involved in Continuous Medical Education (CME) and Continuous Professional Development (CPD) and show that we are giving them a priority. These are intended to 1; change the medical doctor behaviour and 2; improve patient’s outcomes; two essential pillars in any successful medical career. Traditional CME is a time-based system of credits awarded for attending different scientific activities, which essentially M