This book provides a classic supporting text for teachers and learners in the surgical field. The European Working Time Directive is just one of many factors that will radically change the way doctors work in the future. The aim of this book is to enable all those who teach young surgeons in the clinical setting to think about and prepare for a new and fresh approach to learning. The particular significance of this publication is that it makes a proper distinction between education and training, identifies the reasons why the postgraduate development of doctors as surgeons must involve education rather than merely training, and recognises that the education of surgeons must take place in the clinical setting. The book provides support in five areas: 1. It will enable surgical educators to develop on from the current and traditional teaching/learning relationship. 2. It takes as its basis the importance of professional values. 3. It provides for the first time a thorough educational framework, which will need to be utilised by the learner and educator to establish the educational focus of each trainee placement. 4. For the first time, it supports teachers and learners in developing the processes of reflective practice on a formal basis in surgical education. 5. It takes a new look at the assessment of the trainee in the light of new requirements and the needs of the new approaches to surgical education.

This book is addressed to physicians and surgeons but the principles upon which it rests would be valuable for members of any profession. The Transformative Reflective Process has been designed and, over many years, tested in everyday practice with medical practitioners. Its focus is to unpack and explore the decision-making and professional judgements that doctors use frequently in everyday practice. The intention of this is to promote the development and growth of practical wisdom in order to enhance the quality of patient care. Transformative Reflection can radically enlighten a medical professional's understanding of themselves, their detailed thinking, and the nuances of their practice. The process sharpens a doctor's acumen (their ability to make good judgements and take quick decisions) and enables them to articulate for themselves and develop further, the deepest elements of what characterises their practice. In this sense therefore, it offers truly worthwhile education. It also provides a means of sharing the complexity and special nature of medical practice with those both inside and outside medicine, who need to understand it better. It has the potential, we believe, when shared, to benefit society's understanding of what is involved inside medical practice and thus clarify what it is reasonable to expect from The NHS's human servants.