As physicians, traditionally our first approach to a problem is to research it. We do a literature search, we review meta-analyses of the subject, and read all of the new articles pertaining to a topic. This same approach is often used when developing a presentation for a lecture. Often speakers will display slide after slide with graphs and tables from a variety of studies, each chosen to support the viewpoint of the speaker. In many respects, instead of educating, we often review the facts. Although many of us are academics, clinicians, and researchers, for the most part, we are not trained educators. The article by Ernst et al1 is a wake-up call in many ways. The authors give a summary of eight suggestions, all of which are ungraded, consensus-based statements. This was a very well done report. The appropriate scientific method, as stated in the literature, was used: The authors asked questions, collated and reviewed data, and the cumulative answer is that everyone is approaching the process of educating residents and fellows in bronchoscopy differently, so not enough facts existed to give scientifically graded recommendations.