Abstract
Studies have revealed critical delays in translating clinical research findings into practice; they have also highlighted overly rapid adoption of new interventions with limited supporting evidence.1 This too slow or too fast adoption of innovation occurs in medical education as well. Examples include the slow adoption of problem-based learning in the 1980s, the standardization of patients for assessment in the 1990s, and the current rapid move to online teaching modules for a wide array of objectives.2–6
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