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- W178479904 abstract "Our model of medical education and training is almost a century old. The so-called “Hopkins” model was designed and widely adopted in the early part of last century to ensure that medical education was rooted in a solid base of knowledge in the biomedical sciences and that students would be trained in clinical medicine through a staged, closely mentored process of increasing exposure and responsibility, primarily in a hospital setting. Those so gifted or inclined would have opportunities to pursue bioscientific and clinical research. This model has served us well. Yet so much has changed in the decades since it was adopted. Is it still the best model for our future? Both medical school education (UME) and graduate medical education (GME) for decades have been perceived to be not as coherent or as well structured as they could or should be. Kenneth Ludmerer, in his now classic study of the history of medical education, Time to Heal, showed in painful detail how medical education slowly took a back seat in medical schools and academic health centers (AHCs), first to the focus on the research enterprise and then, more recently, to the focus on re-engineering the clinical enterprise (1). With professional development and faculty rewards geared towards research and patient care, the education of medical students and the training of residents and fellows went into the academic equivalent of “automatic pilot.” Nevertheless, because of the dedication of many educators and faculty, medical schools began addressing curricular and training issues systematically. In the 1990s, in response to the proliferation of new knowledge and technologies, changing practice environments, and to new understandings of pedagogy, the majority of U.S. medical schools revised their curricula, especially the first two years, to involve students in more active learning and to better integrate basic science and clinical experiences. But much evidence, both scientific and anecdotal, suggests that deans and educators continue to worry about the educational integrity of the second two years, especially the typically “Marco Polo” 4th year" @default.
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- W178479904 date "2005-01-01" @default.
- W178479904 modified "2023-09-23" @default.
- W178479904 title "Medical education: time for reform." @default.
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