This is a new and outstanding contribution to understanding the working life of junior doctors. It opens out the field of research in sociology and inserts junior medical doctor culture right into medical sociology and professional medical education by its innovative use of Pierre Bourdieu's sociological framework and the concept of habitus. This volume challenges many of the myths of the medical cultural experiences and socializing forces that are an integral part of early medical training.

This is a new and outstanding contribution to understanding the working life of junior doctors. It opens out the field of research in sociology and inserts junior medical doctor culture right into medical sociology and professional medical education by its innovative use of Pierre Bourdieu's sociological framework and the concept of habitus. This volume challenges many of the myths of the medical cultural experiences and socializing forces that are an integral part of early medical training.

The Handbook of the Sociology of Medical Education provides a contemporary introduction to this classic area of sociology by examining the social origin and implications of the epistemological, organizational and demographic challenges facing medical education in the twenty-first century. Beginning with reflections on the historical and theoretical foundations of the sociology of medical education, the collection then focuses on current issues affecting medical students, the profession and the faculty, before exploring medical education in different national contexts. Leading sociologists analyze: the intersection of medical education and social structures such as gender, ethnicity and disability; the effect of changes in medical practice, such as the emergence of evidence-based medicine, on medical education; and the ongoing debates surrounding the form and content of medical curricula. By examining applied problems within a framework which draws from social theorists such as Pierre Bourdieu, this new collection suggests future directions for the sociological study of medical education and for medical education itself.

Medical Education and Sociology of Medical Habitus: "It's not about the Stethoscope!" is a new and outstanding contribution to understanding the working life of junior doctors. Here Dr Haida Luke uses a medical sociological framework to help us understand how young doctors fresh out of medical school enter the medical culture as junior doctors and begin the rapid professional education and intense enculturation processes. What sets Medical Education and Sociology of Medical Habitus: "It's not about the Stethoscope!" apart from other works in this area is that it opens out the field of research in sociology and inserts junior medical doctor culture right into medical sociology and professional medical education. Central to this analysis are Dr Haida Luke's innovative use of Pierre Bourdieu's sociological framework and the concept of habitus.

There is a diversity of ‘ethical practices’ within medicine as an institutionalised profession as well as a need for ethical specialists both in practice as well as in institutionalised roles. This Brief offers a social perspective on medical ethics education. It discusses a range of concepts relevant to educational theory and thus provides a basic illumination of the subject. Recent research in the sociology of medical education and the social theory of Pierre Bourdieu are covered. In the end, the themes of Bourdieuan Social Theory, socio-cultural apprenticeships and the ‘characterological turn’ in medical education are draw together the context of medical ethics education. ​

Little attention has been paid to the history of the influence of the social sciences upon medical thinking and practice in the twentieth century. The essays in this volume explore the consequences of the interaction between medicine and social science by evaluating its significance for the moral and aterial role of medicine in modern societies. Some of the essays examine the ideas of both clinicians and social scientists who believed that highly technologized medicine could be made more humanistic by understanding the social relations of health and illness. Other authors interrogate the critical assault which social science has made upon medicine as a system of knowledge, organisation and power. The volume discusses, therefore, the relationship between social-scientific knowledge both in and of medicine in the twentieth century. Collectively the essays illustrate that the respective power of biology and culture in determining human behaviour and social transition continues to be an unresolved paradox.

Medical Education: Theory and Practice is a new text linking the theory and the practice for graduate students and educators who want to go beyond the basics. The scholarship of medical education is, above all, a ‘practice’, but one that has a strong theoretical foundation. Neither theory nor practice stand still, and both are grounded in research. The novelty of this book lies in its interweaving of practice, theory, innovation and research. The book starts with a theorised, contemporary overview of the field. Next, it explores the theoretical foundations of medical education in depth. The remainder of the book reviews a whole a range of educational contexts, processes and outcomes. This work has been edited by a distinguished, international team of medical educationalists and written by equally accomplished authors from across the globe representing a spectrum of disciplines. This will be an invaluable text for all Masters Students in health professions education as well as PhD students and education researchers wanting a background to the discipline. Educators and medical students will also find it a very useful resource. Written by key figures in medical educational research combined with a strong editorial influence from the international editorial team. The text has a strong evidence-based approach that is fully cognisant of research methodology issues, The book provides a scholarly explanation on the topic, rather than aiming to say the last word. Written throughout in a clear and comprehensible style. The content is extensively referenced with additional suggestions for further reading.