Critical reflection on postgraduate learning: education through sharing.

Postgraduate learning refers to a specific form of education aiming to help healthcare professionals (HCP) to consolidate competence and learn about information in their field. It is associated with human interaction. Examining, questioning, and revising how learners construe, validate, and reformulate the meaning of their experience and how learners develop expectations based on their thought is key to achieving effective learning outcomes(1). We have spent a lifetime in the field of postgraduate learning and adult education(2,3). We have seen what is effective and what is not and would like to share our experiences. The purpose of this editorial is to challenge some of the assumptions and orthodoxies on medical postgraduate learning and to explore alternative perspectives and options for new roles that create the desire for change. The fil rouge is: placing the learner at the very centre of the learning process.