This article is only available in the PDF format. Download the PDF to view the article, as well as its associated figures and tables.
From the Project in Medical Education, begun in the early 1950's at the University of Buffalo, comes an exposition of its findings, Teaching and Learning in Medical School. This project, still continuing but in reduced form, was a unique attempt to elucidate, synthesize, and corroborate the already existent pedagogical techniques and theories offered by educationalists with those in traditional use or disuse at medical schools throughout the United States. This book does not omit other vital considerations faced annually by our medical school faculties, such as the problem of selection of students.
Perhaps its greatest asset is its eloquent appeal on behalf of the historically harassed student of medicine for greater recognition of the individual. During his medical education the student is forever reminded that no 2 patients are identical and that he must treat each as a unique entity. Yet all students must fit into the "lock-step curriculum" of
Lipton BP. Teaching and Learning in Medical School. JAMA. 1962;179(1):102. doi:10.1001/jama.1962.03050010104031