by Hilliard Jason et al, 320 pp, $38.95, Norwalk, Conn, Appleton-Century-Crofts, 1982.
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In essence, this book is a report of the findings from the first and, to date, only comprehensive, nationwide survey of the professional characteristics, instructional beliefs, and educational practices of medical faculty, but it is far more than that. The description of the design and administration of the study is instructive to all researchers in this area as an exemplar of the exacting attention to detail essential for obtaining meaningful results. The provocative juxtaposition of data from the study with observations and data from many other sources on the social, political, and economic context of medical education and health care provision highlights the import of each. The authors' persuasive logic and thoughtful discussion of the implications of their meticulously presented findings lead inexorably to the conclusions and recommendations they urge. The wide-ranging but discriminating and well-organized bibliographies provided at the end of each chapter are exceedingly useful to those who
McGuire C. Teachers and Teaching in US Medical Schools. JAMA. 1983;250(11):1472. doi:10.1001/jama.1983.03340110074052