It doesn't make sense to treat a patient with an outdated therapy, just as it doesn't make sense to teach medical students using an outdated method.

Today, we are witnessing a unique transformation in education. It has been a long time coming, and its pace has been uneven—slower in higher education. Until recently, large theoretical lectures with hundreds of students were the main teaching method. That chapter is now coming to an end, paving the way for a long-awaited qualitative leap. Medical education is no exception.

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