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No one would deny that methods of education are changing. Some of this has been brought about rapidly by militant and often angry students. At other times, the transition has been slow. Equally undeniable is that the strictly rote learning of medical education, which was universal in all but a few schools until the past five or ten years, was stifling. The mind became so boggled by facts seemingly unrelated to patient care that creativity and independent thought became buried beneath a jumbled morass of anatomic terms, biochemical formulas, and other assorted debris. This is changing. And so is education at the postgraduate level. One can sense this change in the corridors and on the boardwalks of many large, national meetings and can see it in action in the workshop concept.
At the first International Congress of Immunology held in Washington, DC, in August 1971, the mornings were devoted to
Sams WM, Kierland RR. The Learning Workshop. Arch Dermatol. 1972;105(5):675. doi:10.1001/archderm.1972.01620080005001