Professor Ronald M Harden is recognised as a leading international expert in medical education with experience as a teacher, curriculum developer, and teaching dean of a medical school. He is currently General Secretary of AMEE, an International Association for Medical Education.

Review of the previous edition: "This is an outstanding contribution to the medical education literature which should have significant global appeal." --James A. Hallock, Past President and Chief Executive, Educational Commission for Foreign Medical Graduates, USA"This marvellous book reminds us that, in the health professions, ‘we are all teaching and we are all learning’ ". --Brian D. Hodges Professor in the Faculty of Medicine and Faculty of Education at the University of Toronto

• SECTION 1 Curriculum Development-The ‘Why’ of Learning1. The Future of Health Professions Education2. What Is the Curriculum?3. Theories of Teaching and Learning4. The Continuum of Education for the Health Professions5. The Undergraduate Curriculum6. Postgraduate Education in the Health Professions: Pathways to Practice7. Continuing Professional Development8. The International and Global Dimensions of Education in the Health ProfessionsSECTION 2 Learning Situations-The ‘How’ of Learning9. Learning in Large Groups10. Learning in Small Groups11. Learning in the Workplace12. Independent Learning and Distance Education13. Learning in Hospitals14. Learning Medicine in Rural and Urban Communities15. Learning in a Simulated EnvironmentSECTION 3 Educational Strategies and Technologies-The ‘Approaches’ to Learning16. Outcome-Based Education17. Integrated Learning18. Interprofessional Education and Learning19. Problem-Based Learning: A Flexible Approach20. Team-Based Learning21. Technology and Professional Education22. Artificial Intelligence and the Clinical Teacher23. Precision LearningSECTION 4 Curriculum Themes-The ‘What’ of Teaching and Learning24. Relevance of Foundational Sciences to the Curriculum25. Social and Behavioural Sciences in Medical School Curricula26. Clinical Communications Skills and Empathy27. Bioethics28. Professionalism and Supporting Professional Identity29. Utilizing Education Research to Deliver Evidence-Based Teaching30. Patient Safety and Quality of Care31. Health Humanities in Health Professions Education32. Integrative Medicine in the Training of Health Professionals33. Clinical Reasoning34. Well-being, Mindfulness and Yarigai35. Planetary Health36. Cultural Competence and Humility37. Future-Proofing the Student38. Public Health in Health Professions EducationSECTION 5 Assessment-The ‘Measure’ of Learning39. Concepts in Assessment Including Standard Setting40. Written Assessments41. Performance and Workplace Assessment42. Portfolios, Projects and Theses43. Assessment as Learning44. The Assessment of Attitudes and Professionalism45. Programmatic AssessmentSECTION 6 Staff-The ‘Who’ of Teaching and Learning46. The Roles of the Teacher in Health Professions Education47. Teacher Evaluation48. The Teacher as a Scholar49. Faculty Development50. Mentoring in Health Professions Education51. Faculty Well-being, Burnout and StressSECTION 7 Students52. Selection of Students and Trainees53. The Student as Teacher54. Working with Students with Learning Difficulties55. Student Engagement in the Educational Process56. Career ChoiceSECTION 8 Patients57. The Patient as Educator58. The Patient as Assessor59. The Patient as Curriculum DeveloperSECTION 9 Education Management60. Curriculum Evaluation61. Medical Education Leadership62. The Health Professions Teacher and Social Accountability63. The Educational Learning Environment64. Health Professions Education Research65. Diversity, Equity and Inclusion in Medical Education66. The Cost and Sustainability of Health Professions Education67. Health Professions Education in Disrupted and Conflict Settings68. Evidence-Informed Health Professions Education