Why education? Because it is impossible to enforce reliability and accountability only using control mechanisms. All healthcare systems attempting safe and quality service provision based solely on the use of performance measurement, indicators, accreditation, standards and guidelines soon find themselves (realizing or not realizing it) in a situation described in the book The Collapse of Complex Societies (Tainter, 1988). Such systems finally end up consuming more resources than they generate which leads to their collapse. 2. Why change existing educational patterns? Because of the paradigm change affecting our profession. For several thousand years healthcare was empirical based, last three to four decades we request medicine based on evidence (with only vague understanding of the majority of involved stakeholders in healthcare what “evidence-based” really implicates). The paradigm shift lies in acceptance and use of hypothetically deductive thinking instead of the previously used inductive. Also the shift from using “real” tools for our work (the istrumentarium of doctors only gradually developed over time and with minor changes – a scalpel is still but a knife)to digital tools (majority of today’s devices used in the process of healthcare provision ranging from digital thermometers to RF knives in electrosurgery and gamma-knives for neurosurgery) requires adjusting of the educational process because digital technologies develop in predictable (evolutionary) ways as well as in unexpected, discontinuous, emergent ways extremely rapidly.
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