Abstract
Medical educators had hoped that increased elective time, decreased night call, ethics courses, and other efforts to address nontechnical issues and reduce stress in medical education would provide student physicians more time and encouragement for personal development and self-scrutiny and would promote the development of more healthy, humanistic, and self-motivated physicians.1 2 3 4 5 6 7 However, despite what many would agree is a richer educational atmosphere, there is little evidence that these and other innovations have had any enduring influence on the character of the physician who is produced by the improved system.7 If anything, many experts are voicing increasing concern about such problems . . .
Published Version
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