Conceptual frameworks in preclinical and clinical textbooks

This is an exploratory attempt to investigate the organization of knowledge in preclinical and clinical textbooks. A theoretical framework to understand the role of textbooks in medical education is developed. An analysis of preclinical and clinical textbooks indicates that preclinical textbooks organize the same field of knowledge differently to clinical ones. In clinical textbooks two different types of organization are indicated. The implication of these findings is discussed.