THE Robert Wood Johnson Foundation Commission on Medical Education began its study in February 1990, in response to the perception of many medical educators that medical student education needed fundamental change. Results of a Louis Harris survey of US medical educators in 1989 clearly indicated that "deans, department chairmen, and clinical faculty overwhelmingly endorsed the need for 'fundamental changes' or 'thorough reform' in medical student education."1 Faculty, students, and practicing physicians share concern about the science education students receive in medical school and the fact that they are too often not engaged by the science components of their education.
At the same time, US medical schools have assembled the richest source of scientific talent in history; their scientists play a leading role in the evolution of a new biology created by advances in molecular medicine that cross all departmental and disciplinary lines and require a renewed emphasis on understanding
Marston RQ. The Robert Wood Johnson Foundation Commission on Medical EducationThe Sciences of Medical Practice, Summary Report. JAMA. 1992;268(9):1144-1145. doi:10.1001/jama.1992.03490090090022