According to Swanson & Holton III (2001), Gestalt is the German term for configuration or organization. Swanson & Holton III (2001) argued that according to Gestalt psychologists, we as humans do not see stimuli in isolation but stimuli embedded together in meaningful configurations. In other words, they see people, chairs, cars, trees and flowers, not lines and spots of color. According to Hergenhahn & Olson (1993), Gestaltists assume that people add something to experience that is not contained in sense data and that we experience the world in meaningful wholes). This therefore indicates that learning involves moving from one whole to another. According to Swanson & Holton III (2001), words related to Gestalt psychology include introspection, meaning, closure, intuition, lifespace, field theory, humanism, phenomenology, and relational theory. Furthermore, Swanson & Holton III (2001) added that the holistic view of individuals and their need for holistic understanding is in stark contrast to a mechanistic and elemental view of human beings. According to Swanson & Holton III (2001), behavioral psychology relates what is seen, and therefore behavior is identified with what is studied. According to behavioral psychologists cited in Swanson & Holton III (2001), the individual's response is the only way in which he makes his own ability, experience and present forces work on him. So, no more introspection, no more talk of instinctive behavior, and no more attempts to study vague notions of the human conscious or unconscious mind (Swanson & Holton III, 2001). Additionally, words related to behaviorism include readiness, law effect, exercise, actuality, frequency, stimulus, response, reinforcement, punishment, p... middle of paper... indicates that the extension of expertise is helpful to the process of professional development and training of doctors which refers to the variety of learning opportunities. Professional and medical competence is important for medical trainees as it helps to train competent professionals who have acquired the skills, knowledge and skills necessary for medical practice (Adewale et al., 2012). According to Marple (2007), as cited in Manaf et al. al. (2011), indicators of competence in medicine essentially derive from an in-depth research process to evaluate the qualities necessary for a doctor to function effectively. As illustrated in previous literature, important domains of professional and medical competence include “clinical” competence, “communicative” competence and “professional and personal” competence (McGill et al.., 2011; 2012)