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Revered principles in health care and medical education are being attacked and considered shibboleths of the past. The charisma of basic sciences and even that of its recently most glamorous branch, molecular biology, is fading. Their relevance is being challenged, and organ-directed specialization is frowned upon. Several new deities have appeared in medical education, such as integration, core curriculum, and erasing of the borders between basic sciences. Thus, as discipline-oriented textbooks lose their popularity in medical school teaching, the syllabus has appeared as the best device to serve the new deities. While I favor them as an excellent challenge for the teacher and an essential device for coordination of the course, they are not necessarily the ideal solution. They consist usually of drab mimeographed sheets with drawing exercises of questionable esthetic value. They vary in quality and organization even in the same institution, particularly if the responsible author, the teacher,
Popper H. Liver Pathophysiology: Its Relevance to Human Disease.. Arch Intern Med. 1971;128(6):1000. doi:10.1001/archinte.1971.00310240154035