It does not address the conflict in teaching and learning styles that occurs between the more learner-centred and democratic possibilities of online education and traditional medical training approaches. Rather, any challenges to oral traditions of vocational medical training incur 'group think' responses which appear to place greater value on elitist credentialism than presenting clear educational reasons and directions for the successful implementation and maintaining of online education. In particular, the objective to improve the social well-being of GP registrars does not focus on the activity of learning. Technology plays a very small role in the oral teaching and learning style of vocational medical training. Rather, in professional medical practice, technology best serves science and business constructs.
Technology is used in medical clinical practice with great expertise.
Additionally, technology is used in medical practice management applications with increasing confidence. The more democratic and humanist online education models, which support exploratory and student- centred approaches, are generally avoided. An oral tradition of medical training places emphasis on verbal skills and auditory memory. It uses scientific models of deductive reasoning to challenge positivist analyses of medical practice. Alternatively, online education reinforces the egalitarianism of print as something accessible and retrievable.