By Ian Kinchin

For some colleagues, the idea of pedagogic frailty (see post on 20^th January 2016) provides a challenging concept. Why focus on what’s wrong (frailty) rather than what’s right (e.g. excellence, resilience etc.)? A good question, and I certainly do not hold the copyright to the correct answer to this. However, I feel there are a number of good reasons to explain why a consideration of pedagogic frailty can be helpful:

• After talking with various colleagues across the disciplines, the idea of frailty appears to resonate. As I am not using the term to refer to an individual’s characteristics, but with reference to the quality of connections across the wider ‘teaching system’, it has not been perceived by them to be a threatening term.

• The clinical analogy from which I have drawn heavily provides a starting point that colleagues can relate to. Everyone has either been ill, or knows someone who has, and recognises that the clinical professions are dedicated to promoting health rather than illness. Nonetheless, medicine knows more about disease than it does about health. This is the focus of medical studies. In order to promote health, you need to understand the indicators of illness and the consequences of inappropriate treatment.

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