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The new edition of this handbook, Principles of Medical Education, is timely. Medical education in India is in the throes of fundamental change; from the promise of new regulation to the definition of a new curriculum with a new structure, new ideas about how students should enter medical school, new ideas about how they should learn, new areas of content and new assessment-based methods of progression. As with any such sweeping educational innovation, it is not without its controversies. The apparent underlying intention to address the variability in quality of medical education seems laudable. Perhaps there was also a feeling that trying ideas that have been used elsewhere might improve medical education in India. While a number of guidelines for practice and planning have been provided, it is important to consider the development of a contextual curriculum as well as the new disability competences in foundation. These might appear in the next edition of this handbook. It might be difficult to keep up with such a fast-moving landscape. And every teacher and educational leader will be expected to change their practice and planning in one way or another to meet the new demands. This book will help. It is a handbook that skilfully summarizes the salient points of many current concepts. I must congratulate the authors who have managed to be wonderfully clear in presenting the essence of each topic in a very few words. That makes this resource highly accessible. Although the techniques detailed in the chapters are not supported by in-text citations, I can understand why this handbook has chosen this non-academic style. Medical education does not change as a result of a new and convincing evidence base. Medical education is a social science, and as such, it tends to change on the basis of social trends rather than evidence. In education, some ideas are integrated into practice simply as a political or regulatory imperative. Educational change is often based on current values and argument rather than evidence. So, putting the risk of plagiarism aside, I hope that this approach liberates the reader to be critical, to question and to read around each topic. And then to reach your own conclusions about the contextual usefulness of the ideas so clearly presented. The essence of social science is critique. On the other hand, I know that when there is the need to change, then a pithy summary can offer reassuring guidance. And as an introduction to the breadth of medical education, this handbook also sets out a lot of the terrain and explains terminology and basic concepts very well. It is a faithful presentation of some dominant ideas in medical education. Coming from the part of the world where most of these ideas originated, I know that what is said and what is done are often very different. As an educational psychologist, my personal bugbear is adult learning: that it continues to be touted as a theory is a mystery to me. It is an idea that has no evidence base, and did not arise from the context of professional training. And that is where your own critique and reflection come in. Looking towards the future, I believe that such critique and reflection will lead to a book that includes theories and techniques that have been born in India, alongside those that were invented elsewhere. The richness of educational philosophy, values and practice in India should surely have given rise to new ideas that those of us from other parts should consider. I am pleased to see the focus on assessment in this book. Although trends change in this field too, and the current trends seem to be towards more holistic approaches, there are clear, and possibly largely uncontentious, procedures for the development of examinations that must be followed. Nonetheless, even ideas such as workplace-based assessment have been driven by ideas of feedback, rather than by applying the rules of valid and reliable measures. And in that, as in all education, the principle of feasibility is fundamental. I wonder whether, given the turbulent and exciting times in medical education in India, a chapter on management might not have been useful: managing the curriculum, managing resources, managing change. I have always believed that much of the success of education in practice is in its management rather than its rhetoric. So in reading this wonderful resource, keep thinking and asking questions. I congratulate the authors for their ability to present complex ideas so succinctly and economically. This is neither an instruction manual, nor is it an academic treatise; it is a concise introduction to the current landscape of medical education. You will find yourself asking questions: and that is what should happen in this area of social science.