Train the trainers!

With the introduction of training programmes and logbooks for basic postgraduate training and subspecialty training, the European Board and College of Obstetrics and Gynaecology has given impulses to harmonise training in obstetrics and gynecology in the European Union. Current changes in the practice of medicine, among which the European Working Time Directive, numbers of surgical procedures decreasing, more demanding patients and a change in work ethos, challenge both trainers and trainees to optimise postgraduate training. For training to be effective and efficient, it is necessary to clearly define learning goals and outcomes and to create a stimulating educational environment. This requires trainers who (a) have knowledge of adult learning and educational theory and (b) will act as facilitators of the learning process of postgraduate trainees. Most of the doctors involved in postgraduate training have not had any formal formation to be a trainer. Teacher professionalisation offers the medical professional a framework to increase efficiency as a trainer. In this article, an introduction to educational practice for the medical professional is given. Several aspects of adult learning, such as the learning cycle, appraisal and assessment, and giving feedback, are discussed.