• Education and training are framed as system-level levers to improve physician performance and care outcomes, emphasizing evaluation of educational quality, feedback, and alignment with practice through CME effectiveness studies, Objectives of the Medical School Objectives Project, and PBL/TBL guidance [1], [15], [6], [13], [12], [7], [19].

• Interprofessional and team-based learning in ambulatory care is highlighted, with evaluation of collaborations between doctors and social workers and the social-contextual conditions shaping learning in clinics (team learning frameworks and programme evaluations) [2], [8], [17].

• Health promotion and settings-based learning treat institutions as learning ecosystems, exploring governance and implementation of health-promoting schools and university settings to embed health learning in education systems [3], [10].

• Information literacy and evidence-based practice emerge as lifelong learning patterns, using clinical questions, digital databases, and critical appraisal to continuously update practice [16], [18], [19].