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This exciting and thought-provoking book showcases the first case studies of educational experiments in different levels of medical education at the University of Toronto. In this robust qualitative and quantitative analysis, we discovered the potential of knowledge building pedagogy and software in medical education through the lens of a teacher and educational researcher. In our experiments, we found that learners were able to solve complex and messy problems quickly and consistently when explicitly taught knowledge building principles and when supported by knowledge building technology. These case studies revealed fascinating insights into the nature of medical education at the undergraduate, graduate and continuing medical education levels, and demonstrated how the profession can be transformed into a knowledge building culture.

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Zahra Punja, PhD is a Sessional Lecturer at the Ontario Institute for Studies in Education at the University of Toronto (OISE-UT) in the Department of Applied Psychology and Human Development. She is also an Online Course Developer and Sessional Lecturer at the University of Ontario Institute of Technology (UOIT) in the Faculty of Education.

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