8 Chapter 1 Throughout my professional career, I have navigated through diverse and contrasting environments, starting as a schoolteacher, immersing myself in the educational sciences, and then transitioning to becoming a doctor after embarking on a new path as a medical student. These distinct experiences have sparked an enduring ambition to integrate knowledge from these different backgrounds. As my journey progressed, I undertook an educational internship at the same faculty where I pursued my medical training. During this transformative phase, I encountered an inspiring thesis titled “Unravelling Learning by Doing” by Pim Teunissen, significantly impacting my view on medical education. This thesis illuminated the connection between practical medical experience during junior doctors’ specialization training and the shaping of their normative and behavioral patterns. [1] Additional research I encountered highlighted that regardless of well-trained skills acquired during medical training, many of these abilities eroded once medical students advanced in training or entered medical practice. [2, 3] These findings made me realize that, despite sincere training efforts for students, seemingly desired physician skills often fail to translate into actual medical practice. This phenomenon appears also to encompass shared decision-making, which constitutes the primary focus of this thesis. [4] Although it has been underscored consistently as a crucial virtue for virtuous doctors over the last three decades, and (future) doctors are increasingly taught its concepts throughout their medical training, [5] this emphasis has not translated into the intended level of success in daily care.
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