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Problems of how best to assess competence as well as concerns about optimal training methods have always been with us. But in recent years, such problems and concerns have taken on a different and more urgent meaning. Our world is increasingly complex and subject to more and more rapid change. As a result, we not only need to improve our assessment and training technologies; we need to change them drastically to adapt them to the demands of the present and of the future. Valid assessments and demonstrated training effectiveness, especially at more senior levels, have been difficult to attain even though we know quite well what characteristics an optimal technique might have.