New Pathways to Medical Education: Learning to Learn at Harvard Medical School

Ed Daniel C Tosteson, S James Adelstein, Susan T Carver Harvard University Press, pp 198 ISBN 0 674 61739 8 All is now flux in medical education where once all was stasis. British medical schools are busily revising their curricula to meet the General Medical Council's guidelines, be they thin on specifics, for courses with fewer facts, divided into “core” and “special study modules,” and emphasising problem based learning. Change, however, can be desperately threatening to those enmeshed in it. Successful change requires careful management, for otherwise it leads to disaster, confusion, and alienation. It cannot be introduced by committees of part time …