The aim of this paper was to make some reflections upon the role and the value of pedagogic coordination in medical teaching. It starts from the presumption that the greater part of lecturers giving classes in medical schools are not really professors, they are only acting as such. The academic formation of these lecturers did not provide adequate pedagogical bases allowing them to understand and interpret the teaching-learning process. Thus, implementing pedagogic coordination in the medical course could represent a way towards reflection, supervision and ideal direction besides allowing to widen the horizons of the teaching practice, particularly these days when medical education is being reviewed so it can meet the needs of modern society with an integrated and global vision of the human being and improving the doctor-patient relationship.
Teaching; Learning; Education, Medical