Abstract

In the grand theater of medical academia, we witness daily one of the most audacious cons in educational history: the systematic takeover of medical training by those who couldn’t hack actual medicine. Welcome to the world of medical educationists, where professional incompetence has been rebranded as pedagogical expertise.
Let’s be brutally honest about what we’re observing. Nearly 90% of medical educators worldwide still champion “learning styles” theory, despite overwhelming evidence that matching teaching to supposed learning preferences is not only ineffective but potentially harmful.¹ These are the same people entrusted with training our future physicians. It’s like discovering your driving instructor never learned to parallel park-except lives hang in the balance.

Key words: Medical education, teaching, training.