Learning and Teaching in Medical Education by Dr. Salami Sule, FMCPH, MMEd

Book Name : Learning and Teaching in Medical Education Author : Sule, S. S. Publisher : University of Lagos Press, Lagos, Nigeria Year of Publication : 2025 Number of Pages : 324 pp ISBN-13 : 979-8311209816 Price : N15,000.00 CONTEXT AND RELEVANCE Medical education is undergoing rapid transformation, with competency-based frameworks, digital learning technologies and outcomes-driven assessment reshaping how physicians are trained worldwide. Learning and Teaching in Medical Education[1] Dr. Salami Sule’s book arrives at a crucial moment, offering a structured guide for educators, programme directors and clinical supervisors who must navigate these shifts while maintaining academic rigour and patient-centredness. It is a comprehensive and timely contribution to the field of health professions education. Drawing on contemporary educational theory, practical strategies and contextualised examples, the textbook serves as both a foundational reference and a hands-on guide for medical educators, clinical supervisors, programme directors and postgraduate students. The book’s scope is ambitious yet well-structured, spanning the philosophical underpinnings of medical education to the latest innovations in simulation, e-learning and workplace-based teaching. This breadth ensures it is not only a reference text but also a practical manual for improving teaching and learning across diverse medical training environments. OVERVIEW The book is organised into four major sections. The opening chapters explore theories of learning, including cognitive, constructivist and adult learning perspectives, and their direct application to medical teaching. The middle sections address instructional design, curriculum development, and teaching strategies, with a focus on lectures, small-group teaching, simulations and e-learning platforms. Later chapters focus on assessment and feedback, highlighting blueprinting, OSCEs, portfolios and workplace-based assessment. The final Section considers faculty development, professionalism and future directions in health professions education. Case studies from postgraduate medical training in Nigeria add valuable local and global perspectives. CONTENT OVERVIEW The textbook is divided into 12 chapters covering essential domains in medical education: Foundations of learning and teaching: Establishes key theories, philosophies of education and factors influencing how medical students and residents learn Critical reflection and feedback: Explores reflective practice, Kolb’s and Gibbs’ learning cycles and strategies for effective formative and summative feedback Educational theories and applications: Includes behaviourism, cognitivism, constructivism, adult learning principles and frameworks for online and blended learning Educational environments: Discusses the role of learning contexts, with validated tools like DREEM, STEEM and PHEEM for measuring the quality of training environments Aims, objectives, and outcomes: Provides a detailed treatment of Bloom’s Taxonomy, Miller’s Pyramid, Dreyfus’ Model and outcome-based education Lesson planning and instructional design: Offers structured models (BOPPPS, WIPPEA, ADDIE, Gagné’s Nine Events) and multimedia learning principles Teaching approaches: Compares large-group lectures with small-group learning, highlighting strengths, weaknesses and engagement strategies Online learning: Explores LMS platforms like Moodle, synchronous/asynchronous learning, Massive Open Online Courses (MOOCs) and challenges in digital education Simulation-based Medical Education: Discusses fidelity, deliberate practice, role-play and psychomotor training, with strategies for maximising transferability Workplace learning: Focuses on entrustable professional activities, e-portfolios, and strategies to enhance competence in clinical settings Teacher development: Emphasises continuous professional development, mentorship, peer evaluation, and faculty development strategies contextualised for Nigeria. The textbook is further enriched with 43 tables and 35 figures, which illustrate models, frameworks and strategies in clear, accessible formats. STRENGTHS AND LIMITATIONS The book’s most substantial contribution is its integration of theory and practice. Concepts such as Bloom’s taxonomy and Miller’s pyramid are not presented abstractly but illustrated with concrete teaching examples from clinical education. The author also highlights underrepresented themes in the literature, such as the challenges of implementing e-portfolios in resource-constrained environments. STRENGTHS OF THE BOOK Comprehensive coverage: Few texts combine theory, practice and context in such a systematic way. From abstract educational theories to concrete lesson plans, the book bridges the gap between conceptual understanding and day-to-day teaching Practical orientation: Each chapter includes real-world examples, teaching models, and case applications, making the book particularly useful for practitioners seeking actionable insights Contemporary relevance: Emphasis on online learning platforms, MOOCs, simulation and competency-based frameworks positions the text at the cutting edge of medical education Contextual adaptation: While globally relevant, the text acknowledges the realities of medical training in resource-constrained settings, offering perspectives that resonate with educators in Africa and beyond Focus on professional development: By dedicating chapters to the growth of teachers themselves, Dr Sule underscores the evolving role of medical educators as lifelong learners, mentors and system leaders. POTENTIAL LIMITATIONS Some limitations, however, are apparent. The book emphasises postgraduate training in Nigeria, which, while adding cultural richness, may limit direct applicability for educators in very different systems. Similarly, while digital education is discussed, coverage of rapidly emerging fields such as artificial intelligence in medical education is relatively brief. Readers seeking an exhaustive survey of international comparative data may find these areas underdeveloped. Density of Content: The breadth and depth may feel overwhelming for novice readers without prior grounding in educational theory Advanced Orientation: Certain sections (e.g., instructional design models, psychometrics of learning environments) might require guided facilitation for maximum impact. CONCLUSION AND RECOMMENDATION Learning and Teaching in Medical Education is an indispensable resource for medical educators navigating the complexities of modern health professions education. By blending theory with practical application, Dr Sule has created a textbook that is both scholarly and utilitarian, making it equally suitable for classroom teaching, faculty workshops and individual study. This book deserves a place on the shelves of medical schools, teaching hospitals and postgraduate training institutions worldwide. For educators committed to shaping competent, reflective and adaptable healthcare professionals, Dr Sule’s work provides the essential tools and inspiration. Despite these caveats, Learning and Teaching in Medical Education is a thoughtful, practice-oriented contribution that bridges educational theory with the lived realities of teaching and assessing health professionals. It will be especially valuable for resident supervisors, curriculum developers, early-career faculty and policymakers seeking insight into the opportunities and constraints of medical education reform in low- and middle-income contexts. By combining conceptual clarity with practical case examples, the book underscores the centrality of teaching excellence in shaping the next generation of physicians. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.