Social comparison, peer learning and democracy in medical education.

摘要

In this issue, the article from the Netherlands by Raat et al. (2010) - 'Learning in clinical practice: Stimulating and discouraging response to social comparison' - raises issues that go well beyond the authors' immediate concerns to utilise social comparison theory as a basis for informing peer learning and assessment in medical education. The article, by implication, addresses a fundamental change in medical education's orientation.