SISM #1 SIPeM #1 FederSpecializzandi #1 Don’t test new skills and procedures directly on patients, especially if not trained nor tutored. Don’t settle for receiving a teaching limited to a mere mnemonic exercise that does not employ active learning processes, require to center the teaching on the semeiological examination and on the rational that underlies every diagnostic and therapeutic process. Don’t recommend a test, a treatment or a procedure that will not change the patient clinical course; do not hesitate to ask your tutor for clarification if you believe that those tests, treatment or procedures are not necessary and always opt for less invasive options. Don’t perform any diagnostic or therapeutic procedure without having previously collected the medical history and information on possible allergies or pre-existing diseases of the patient. Don’t observe the patient only from the biological point of view but consider also the subjective component of the disease, the level of health literacy and the familial and social context in which the patient is inserted. Don’t neglect to gather informations not only about the benefits, but also about the contraindications or side effects of the diagnostic or therapeutic procedures. Don’t hesitate to ask to be appropriately evaluated during your learning process. Don’t focus only on clinical skills, work also on your soft skills. Don’t use only cognitive tests with a prevalent biological focus in the selection of candidates for the access to undergraduate and postgraduate medical and health sciences schools. Don’t use non-interactive lectures as the main teaching method. Privilege the use of interactive methods  instead. Don’t let learners perform procedures directly on patients, without having practiced them in an appropriate simulated model, and without proper tutorial supervision. Don’t address topics about clinical or organization choices without considering their ethical, social and inter-professional aspects, patient’s expectations and values, and the most appropriate teaching setting (hospital, primary care). Before entering in the room and starting the examination, don’t forget to ask the doctor/tutor informations about the patient’s state of health and don’t engage in diagnostic procedures without previously obtaining informed consent from the patient. Before and during the residency, don’t neglect to stay informed and know your contract and your rights as well as the national and local residency contract. Not knowing your rights could make you a danger to your patients! Avoid non-structured oral exams, and don’t use only cognitive tools of technical knowledge in the assessment of practical skills.