MY COMMENTS during the next few moments may have the flavor of a cookbook approach to the teaching of dermatology. They are intended, however, only as a limited and partial review of undergraduate teaching of dermatology—with frequent philosophical interpolations—in the University of Virginia School of Medicine. Despite liberal use of the first person for the sake of convenience, my comments represent the thinking of both my colleague, Dr. Peyton E. Weary, and myself. I have arbitrarily selected the following elementary topics for consideration: The time factor, the actual teaching, and the stimulation of students.
The Time Factor
Time in the Medical School Curriculum.I am not acquainted with an open sesame which makes adequate undergraduate teaching time available to dermatology. It seems that in most instances the time has to be earned, but a skillfull blend of gentle bullying and dogged persistence may help. In general, administrations seem more
CAWLEY EP, WEARY PE. Undergraduate Teaching of Dermatology by a Geographic Full-Time Staff. Arch Dermatol. 1966;93(5):503–506. doi:10.1001/archderm.1966.01600230007003