Neither adequate remuneration nor sufficient prestige is accorded teachers in medical colleges, which explains the current shortage in our teaching faculties. Veneration for knowledge and respect for its stimulating and effective transmission have been superseded by admiration and reward for tangible achievement in research.
Medical colleges are graduate schools; graduate schools are not only repositories of knowledge but fountainheads for additions to it, and research is its proven instrument. Research is desirable both for its own contributions and for its proven benefits to teaching.1 Teaching in a graduate school must be more than the imparting of technological knowledge, and goes beyond the methodology and techniques of pedagogy. Research is the manifest expression of the teacher's desire to learn; without it, and its contagious transmission to the student, all teaching becomes static, sterile, and uninspired, and the school a mediocre one.
This does not justify transforming our medical colleges into
HELLO, DR. CHIPS. JAMA. 1961;175(2):130–131. doi:10.1001/jama.1961.03040020056010