Medical education (undergraduate education for future doctors and postgraduate training thereafter) must be fit for purpose equipping a workforce, which is capable of meeting the healthcare needs of the community they serve now and beyond. Doctors belong to a caring profession so from selection, curriculum design through to assessment, we should focus not just on imparting knowledge and skills, but also on professional behaviours and values. In contrast to the traditional approach based on subjects or organ systems, we should integrate disciplines appropriately, in teaching and training, and in assessments. Entrustable professional activities (EPAs) and capabilities in practice (CiPs) are examples of a more holistic framework which may be used to determine the readiness of trainees at different milestones. A combination use of clinical materials and simulation in training and assessing technical (e.g. diagnostic and therapeutic procedural skills) and non-technical (e.g. communication) skills should be the norm. Clinical and academic experts should work with educationalists including psychometricians in the development and quality assurance of the training programme and assessments, which will ensure fairness for trainees and reassure members of the public on patient safety.
