Gunderman, Richard B. Achieving Excellence in Medical Education, New York: Springer, 2006. ISBN-13 978-1-84628-296-6, ISBN-10 1-84628-296-9
From the publisher: A goldmine of theoretical insights and practical suggestions, “Achieving Excellence in Medical Education” explores the essential question facing medical educators and learners today: What is our vision of educational excellence, and what can we do to enhance our performance? Among the topics explored within this engaging, informative, and thought-provoking text are: Education’s position as a priority of medical schools, seminal educational insights from non-medical educators, best practices of outstanding educators and learners, promises and pitfalls of new educational technologies, key resources for promoting excellence in medical education, medical education’s role in preparing future leaders, leadership roles for medical schools in universities and society.
From NEJM: In this unusual book, there are discussions of a very broad range of issues in medical education — from learning theory to educational technology, and from diversity in medicine to the economic challenges of academic practice and the relationships between medical schools and teaching hospitals. Such an attempt by a single author to be comprehensive often veers off into personal, sometimes idiosyncratic perspectives, but in this case I was pleasantly surprised. This book not only succeeds in what I doubted a single author could accomplish — the book is, in fact, a useful and balanced overview of the state of . . .
From JAMA: “Academic medicine is like a tripod, standing on three legs. One leg is patient care, one is research, and one is education. Over the course of the twentieth century, the emphasis placed on each of these missions has changed. In recent years, education has become the short leg of the tripod.” So begins Richard B. Gunderman, MD, PhD, in his plea to understand, preserve, and expand medical education. His work is well-grounded in educational theory and colored by historical review. His passionate dedication to medical education is evident in the tone of his writing, which uses such phrases as “we must” and “we should.” Throughout the text, the author draws from educational theory, but his second chapter is devoted exclusively to it. He discusses learning theory, reviewing the four most important theories influencing modern educational practice. He explores what it means to exhibit expertise and how to train to expertise . .