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by Richard B. Gunderman, 179 pp, $129, ISBN-13 978-1-84628-296-6, ISBN-10 1-84628-296-9, New York, NY, Springer, 2006.

JAMA. 2006;296:1143.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

"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 . . . [Full Text of this Article]

Gerald D. Denton, MD, MPH, Reviewer
Uniformed Services University of the Health Sciences
Bethesda, Md
gdenton@usuhs.mil

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