The success of an educational intervention depends on multiple factors, including the content, teaching format, teacher's didactic skills, and learner characteristics. Learning is enhanced when new information is connected to prior knowledge, and active learning formats lead to better outcomes. Teachers play a crucial role in activating students and fostering motivation, while their role models influence students' behavior. However, this role is often overestimated. Learner characteristics, such as motivation, prior success, and confidence, significantly affect learning outcomes. In this issue of Perspectives on Medical Education, several studies are presented that explore these factors. Widyahening et al. examine the adaptation of a clinical epidemiology course in three countries, highlighting the impact of cultural and organizational contexts. Gaikwad et al. show how crossword puzzles can aid in memorizing drug names, while Balslev discusses the use of patient video recordings to improve diagnostic accuracy and visual expertise. A study by Kloek et al. reveals low attention to didactics in Dutch medical schools, despite the country's reputation in medical education. Baldwin's paper addresses the low confidence of junior doctors in prescribing and conducting therapies, suggesting that undergraduate training may be insufficient. These studies highlight the importance of various factors in medical education and demonstrate the journal's commitment to advancing health professions education. The article is published under a Creative Commons Attribution License.The success of an educational intervention depends on multiple factors, including the content, teaching format, teacher's didactic skills, and learner characteristics. Learning is enhanced when new information is connected to prior knowledge, and active learning formats lead to better outcomes. Teachers play a crucial role in activating students and fostering motivation, while their role models influence students' behavior. However, this role is often overestimated. Learner characteristics, such as motivation, prior success, and confidence, significantly affect learning outcomes. In this issue of Perspectives on Medical Education, several studies are presented that explore these factors. Widyahening et al. examine the adaptation of a clinical epidemiology course in three countries, highlighting the impact of cultural and organizational contexts. Gaikwad et al. show how crossword puzzles can aid in memorizing drug names, while Balslev discusses the use of patient video recordings to improve diagnostic accuracy and visual expertise. A study by Kloek et al. reveals low attention to didactics in Dutch medical schools, despite the country's reputation in medical education. Baldwin's paper addresses the low confidence of junior doctors in prescribing and conducting therapies, suggesting that undergraduate training may be insufficient. These studies highlight the importance of various factors in medical education and demonstrate the journal's commitment to advancing health professions education. The article is published under a Creative Commons Attribution License.