Abstract
Teaching clinical medicine—like the practice of medicine—remains an art. Even in ambulatory pediatrics, where attempts have been made to provide objective analysis in clinical situations, teaching the prevention, detection, and treatment of childhood diseases is an art based on sound medical practice. Those physicians actively engaged in teaching medical students and residents recognize the complex process that occurs during teaching and learning in the clinical setting. EDUCATING THE EDUCATORS From an educator's point of view, we might ask, What is the source of training for teachers of primary care pediatrics? At a minimum, a degree in medicine and a pediatric residency leading to board certification are necessary prerequisites for the clinician teacher. Yet these are the same requirements for a practitioner of pediatrics! Perhaps the teacher of clinical medicine needs a fellowship in general pediatrics or (in 1984) experience in one of the programs in general academic pediatrics. These programs provide
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