REMODELING MEDICAL EDUCATION

Abstract

THE position of science in the modern world has been aptly compared to that of the church in medieval times. Just as the manifestos of the church were then accepted without question, today the pronouncement that "it has been scientifically proved" is sufficient authority for the general public. In somewhat similar vein, a statement to the effect that medical education has not kept pace with the rapid changes in medical practice is accepted without critical analysis by many physicians and taken to mean that a sweeping revision of the entire medical curriculum is indicated. Is this position justifiable? Should we choose a new site, lay a new foundation and erect a new edifice to house medical education? Or is the old building structurally so sound that it would be better to modernize it from within? Can additions be made without spoiling the "lines" which are of such symmetry that they have been admired throughout the world? This is a question of great importance to which I will not attempt to give a categorical answer. On the other hand, there is no doubt that the present building is in urgent need of a thorough house cleaning, and that some remodeling is in order. It is the objective of this paper to offer suggestions for certain simple changes and additions which are needed now. Student Body We must face the fact that there is a wide variation in the level of instruction among the approximately 800 approved colleges in the United States. This is clearly attested by the great difference in the mean scores of students from the different colleges on the Medical College Admission Test.