“…Applying advanced skills training and advanced assessment techniques, deliberate practice, mastery learning, clinical reasoning tests, instruments to measure clinical learning environments, physical space for education, studies to correlate lapses in professional behavior with later adverse practice events, studies on theories of workplace learning, motivation, cognitive load in medical education, conditions for interprofessional education, studies on burn-out and depression, and many other findings or innovations that were tried on smaller scale all have improved medical training to some extent. Still other scholars, rather than presenting or trying an innovation, have helped sharpen the mind by debunking myths about medical education, [38][39][40][41] or provided major overviews of strengths and weaknesses in medical education, and urged for reform. 42,43 Medical education, and to some extent other health professions education, as we know it today would be definitely different without these advances.…”