Annals of the Royal College of Surgeons of England, 2005 87 (6) (At the start of this review the book was given the top rating of four out of four stars) 'The book … seeks to provide challenging new perspectives that seriously question much that the current climate of education provides, by showing examples of arguments, ideas, processes and language in which to think and talk about education rationally and logically.' 'It is well referenced, beautifully produced and extremely up to date. I would … recommend that all practising surgeons read it and form their own opinion on changes in medical education.' Andrew Raftery Consultant Surgeon, Northern General Hospital, Sheffield

Australian and New Zealand Journal of Surgery, 2005, 75: 1131 'The concepts contained within this book are new and there are very few similar texts available so as an innovative approach to these matters it is a very useful reference text'. Patricia Davidson MBChB FRACS, John Hunter Children's Hospital, Newcastle, New South Wales

British Journal of Surgery, 2005, 92 (10): 1300 'This comprehensive work fills the gap between general educational theory and professional expectations, and contemporary challenges dominated by changing work patterns, novel regulations and shifting cultural values.' 'This book is structured in eleven chapters ranging from an analysis of traditional surgical values and training to assessment and development of clinical thinking and reflection. It is supported by many examples and enhanced with practical key note summaries, tables and checklists.' 'The authors … offer an exceptionally helpful and unique instrument for those who wish to improve their educational attitude and seek to reflect on the underlying perspective of professionalism. 'Although the scenario is set in the UK and within its National Health Service structure, the reflection on the key issues of 'cultivating a thinking surgeon' is truly universal'. D Candidas Klinik für Viserale und Transplantations chirugie, Inselspital, 3010 Berne, Switzerland

British Medical Journal (2006) 332: 429 (18 February) The book gained 3 out of 4 stars: The reviewer says: [The authors’] purpose is to get readers thinking and they succeed..... .... this is a worthwhile and important book. I particularly hope it will be dipped into by registrars, who are learners and teachers at the same time. But aren't we all? James Drife, professor of obstetrics and gynaecology, Leeds

Focus on Surgical Education, 2006, 23 (1): 23, (The journal of the American Association for Surgical Education) Each chapter is set out in an easy to read format with appropriate use of tables and summary sections. The book is equally useful whether the reader chooses to study an entire chapter or look up points relevant to their practice. While the book was written primarily for trainees and trainers in the UK system, almost all the thoughts, practices and aspirations are applicable to the US training environment. This book is essential reading and an invaluable resource for the surgeon educator. Hilary Sanfey, MD, University of Virginia

Tidsskr Nor Laegeforen nr. 2006: 126 'The book contains a lot of thought, tables and figures that can help us to be more conscious about important elements and see new possibilities in education. … it is not a book you read from beginning to the end.' 'Every person involved in the education of surgeons will find useful points and some clarifying tables and figures that can stimulate both pedagogical and practical sides in the education of surgeons in their own department.' Jon Arne Søreide, Kirugisk avedeling, Stavanger universitetssjukehus