The pedagogical relationship in medical education and training: a critical analysis = Die pädagogische Beziehung in der Medizinischen Aus- und Weiterbildung: eine kritische Analyse [Editorial]

Having excellent medical expertise does not necessarily mean having the skills to effectively impart this knowledge to students. As a result, the didactic training of doctors is now a core component of faculty development programs. Good teaching quality arises not only from the proficient transmission of information but also fundamentally from the promotion of learning itself [1]. Reflecting on the importance of the pedagogical relationship in medical education and training can help in understanding how learning can be fostered. Currently, only a few empirical studies have explored the background and significance of pedagogical relationships in medical education and training [2], [3]. Against this backdrop and with the goal of further developing medical didactic training programs, we aim to stimulate a discussion on the pedagogical relationship through this contribution and an interdisciplinary exchange between medical didactics and pedagogy. What are the central features of pedagogical relationships? What is the role of the teacher? How should learners be perceived in this relationship? What role do the subjects being taught play? Does digitalization make teachers redundant? Approaching these questions scientifically and seriously means critically engaging with widely held myths.