Contents I. Introduction
Continuous advances in medicine and biological sciences lead to an ever-expanding core knowledge relevant to the medical practice. Thus, medical academic institutions are increasingly required to invest in order to enrich their curricula by developing overspecialized courses and corresponding educational content. Educational content in medicine is produced by academics and clinical teachers based on accepted scientific knowledge, as well as by clinicians and researchers on the field, be it the hospital, the medical ward or the clinical, and/or research laboratory. Therefore, educational content in medicine includes a broad range of learning resource types and is customarily produced by a variety of sources. Another important factor that adds to the complexity, variability, and uniqueness of medical educational content is the growing penetration of active learning approaches in medical education [1]. Contemporary medical education, on a good degree, is based on case-based or problem-based learning and other small group instructional models, collaborative organizations to support student–faculty interactions, and technology-enhanced educational tools. Here, we should also stress the fact that medical knowledge is simultaneously explicit and implicit with certain aspects already well known and easily transferable, and others that are not yet fully known but must still be learned (e.g., by observation of task performance, and recursive practice)—what is usually referred to as tacit or personal knowledge [2], [3].