The expenditure of energy in learning and teaching in medical school is not reflected in the number of monographs or discussions on this subject. Furthermore, it is unusual to find a volume devoted especially to medical pedagogy. The data presented by Miller represent the substance of conferences, seminars, and planned group discussions sponsored by the Commonwealth Fund, that were held over a period of 5 years at the University of Buffalo. The leaders of the discussion groups and the contributors to the volume participated as representatives of the departments of education and psychology in the university and as representatives of the departments of medicine and psychiatry in the medical school. The product is a readily readable contribution that begins with a discussion of the medical student, proceeds to consider the process of learning, details the tools of instruction, and concludes with evaluation of results.
The presentation of data and concepts