These seven enjoyable essays are from the "outraged" school of literature about medical education. It is a scholarly kind of outrage which may come from a painful doubleawareness—first, that medical education has failed to cope with important and proper new responsibilities, and second, that educators can not find a workable plan for catching up. Numerous books and articles and an incredible number of meetings, conferences, retreats, seminars, and workshops represent the views of the outrage school, but none better than this book.
A Massachusetts Institute of Technology physicist views medical education with accuracy and wit; a pediatrician adds a well-written criticism from the behavioral sciences. Dr. John Millis, of Western Reserve, known for the report on "Graduate Medical Education (1966)," ponders the vague relationships between science, arts, conceptualization, teaching methods, and organizations. Dr. Knowles reconsiders the history of the present dilemma, discusses why intellectual excitement has not been part of