"An eye for colorful vignettes and anecdotes. On target! She recognizes
        the importance of her subject." -- Thomas N. Bonner, author of To
        the Ends of the Earth: Women's Search for Education in Medicine
      Those struggling to deal with the AIDS epidemic might learn valuable
        lessons from the earlier struggle of the U.S. to deal with syphilis. Here,
        Suzanne Poirier tells the story of the Chicago Syphilis Control Program
        launched in 1937 by the Chicago Board of Health and the U.S. Public Health
        Service and severely limited from the start because of the refusal of
        government, the press, and the public to confront directly the issues
        underlying the problem.
      Poirier's narrative is memorable for its vivid scenes, colorful characters
        that include Chicago's "clap doctor," Dr. Ben Reitman, and its
        account of the heated debate that surrounded the effort. In an epilogue,
        the author discusses similarities between current efforts against AIDS
        and the handling and politics of the syphilis problem in the late 1930s.
 

Recent surveys of medical students reveal stark conditions: more than a quarter have experienced episodes of depression during their medical school and residency careers, a figure much higher than that of the general population. Compounded by long hours of intellectually challenging, physically taxing, and emotionally exhausting work, medical school has been called one of the most harrowing experiences a student can encounter. Plumbing the diaries, memoirs, and blogs of physicians-in-training, Suzanne Poirier’s Doctors in the Making illuminates not just the process by which students become doctors but also the physical, emotional, and spiritual consequences of the process.

Through close readings of these accounts, Poirier draws attention to the complex nature of power in medicine, the rewards and hazards of professional and interpersonal relationships in all aspects of physicians’ lives, and the benefits to and threats from the vulnerability that medical students and residents experience.

Although most students emerge from medical education as well-trained, well-prepared professionals, few of them will claim that they survived the process unscathed. The authors of these accounts document—for better or for worse—the ways in which they have been changed. Based on their stories, Poirier recommends that medical education should make room for the central importance of personal relationships, the profound sense of isolation and powerlessness that can threaten the wellbeing of patients and physicians alike, and the physical and moral vulnerability that are part of every physician’s life.