Croatian training model for medical teachers

Medical teaching is a demanding and complex task, and the tendency toward its “professionalization” has been recognized by both academic and professional societies (1). Medical teachers are no longer the resources of knowledge, but guides, role models, collaborators, facilitators, advisers, resource developers, and planners. They are well prepared for their clinical roles but not all of them have been trained for their teaching roles. Therefore, staff/faculty development has become an increasingly important component of medical education and the majority of programs focus on the medical teacher (2). Several models of medical teachers’ training are widely available, such as learning from self-experience, peer learning, learning from mistakes and successes, shorter or longer courses or workshops, fellowships, integrated longitudinal programs, and postgraduate courses lasting one or two years (3,4).