I was so interested in medical education that when I was a senior registrar I went to my boss, Max Rosenheim – at that time I didn't think there was any way in which my infection interest could come together, which by accident it did – and said, 'You know, this education would be very interesting. What do you think if one could took, take up medical education as your specialty in medicine?' And he sort of pondered and he said, 'I don't think people would take you seriously'. They probably would now, but he... I'm sure he was right then, and that was how interested I was in the whole process and then you got these associations for the study and these sort of minute sociological studies about seven interviews with four students. I thought it got pretty boring really, but the... the other thing is of course they all kept going on about the principles of medicine and we mustn't overload them with facts. Well, actually, I don't think there are many principles. There are a hell of a lot of facts and I think, you know, there's a huge amount of stuff out there and you've got to know a lot of it. There's no escaping that. What I think is valid, which is that they... you shouldn't at undergraduate level be expected to know facts which are almost certainly going to be totally irrelevant except if you go into a particular specialty. So, you know when we were doing anatomy...  there are four layers of muscles in the foot or something and, you know, I can't remember even their names let alone what they were about, and a lot of operative surgery you were expected to know about, which is completely ridiculous. But if you talk about the general context of a patient and a doctor together, I think there are a very large number of facts you need to know, actually.