June 1970

The Paradox of Commencements and Continuity

Arch Intern Med. 1970;125(6):1078-1079. doi:10.1001/archinte.1970.00310060156023

This article is only available in the PDF format. Download the PDF to view the article, as well as its associated figures and tables.


The end of the academic year calls for deep-voiced words of encouragement and inspiration as how graduates should embark upon their new careers. It is the time when the educational institutions bring to a close a phase of student learning with the exercise of Commencement—and, thereby, forever etch upon the minds of us all one of the most powerful doublethinks of our lives. The closure of one phase is no closure at all; it is really the beginning. The completion of one segment of learning is simply the opportunity to start another. Finish enough such phases, however, and you may finally get a chance to really commence. Commence what? Why, a lifetime of learning, of course. And if you are becoming a physician we can even manage a few extra finish-beginnings.

Throughout hroughout all of our educational development there are these end-start checkpoints. The educational path in medicine

First Page Preview View Large
First page PDF preview
First page PDF preview