LAUSR

ustralian medical specialist colleges are currently reviewing their continuing medical education Aprograms in the context of the Medical Board of Australia’s proposed implementation of revalidation. At the same time, there has been an expansion of the number of medical schools and consequent innovation in curricula. In this context, the role of a doctor as a medical expert has been central to influential curriculum models such as CanMEDS — a Canadian initiative to improve patient care, focusing on medical education and practice. To proceed with basic and continuing medical education and revalidation without defining and understanding the development of medical expertise is to put the cart before the horse. This article aims to stimulate consideration of the characterisation of medical expertise as a core skill set of medical practice and, therefore, fundamental to teaching and assessment at all levels of medical education and practice: from the apprentice physician, through the journeyman stage and towards mastery.