Objectives: To examine the evidence-base in medical education and psychiatry training, in relation to: the most effective method of imparting the attitudes, skills and knowledge essential to prepare future psychiatrists for modern psychiatric practice; the most effective method of optimising trainees' motivation to learn and their enjoyment of learning; and the most effective method of fostering trainees' commitment to self-directed, life-long learning. Methods: The current available literature was reviewed by searching medical and education computer data-bases up to December 2001; a web search of evidence-based education was conducted; and the references cited in the articles obtained were scanned for papers not yielded by the database and web searches. Results: There is evidence to support the use of both the directed and the constructivist approaches to education, there is evidence to support the use of problem-based learning in medical education, and there is no evidence for adult learning theory or transformative learning theory, although elements of both appear to be incorporated into problem-based approaches. Conclusions:
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