**1. Introduction**

Contemporary medical education (ME) is transforming rapidly. The old paradigms are being re-shaped, stakeholder expectations are being re-formulated, and the view of ME morphing into a truly life-long pursuit is becoming increasingly dominant [1–3]. The historical models of medical education were based on learning the core topics that related to various basic sciences – physiology, immunology, biochemistry, anatomy, pharmacology, pathophysiology, etc. – and how they apply to different disease states with regard to the diagnosis and management of clinical problems [4]. Students were provided with a foundation that subsequently served

as a springboard to build upon as their skills evolved into the art and practice of "histories and physicals." Finally, students learned to construct a "differential diagnosis" and implement a treatment plan based upon the best available literature, in an evidence-based fashion.

While such a basic foundation still exists, contemporary medical schools are continuing to search for better, more innovative methods to teach and objectively test core knowledge, including its application(s) to patient care [5, 6]. Without a doubt the evolution of ME, as emphasized throughout this text, continues to take center stage, with an increasing focus on evidence-based methods, adoption of technological advances and interactive simulation, social media platforms, and renewed emphasis on "soft skills" such as emotional and coping intelligence [7–11]. In addition to the key conceptual framework of the "art of medicine" as historically lectured, taught, and applied, the education of a contemporary physician is much more complex (and substantially more expensive) than at any other time in the past. Moreover, the overall complexity of the ME process continues to increase, without any signs of slowing. See **Figure 1** for key concepts featured in this chapter as well as throughout the current book.
