The teaching and training of doctors-in-training in paediatrics has become increasingly challenging in recent times. All too often there is a perception that training must come second to service provision. In this article, the case of a child with community-acquired pneumonia is considered and used to illustrate how a culture of teaching can be embedded in everyday clinical practice.
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Contributors The article was commissioned by the editor. All authors have contributed to the writing of this article and have approved the final draft.
Competing interests None.
Provenance and peer review Commissioned; externally peer reviewed.
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