Copyright 2000 American Medical Association. All Rights Reserved. Applicable FARS/DFARS Restrictions Apply to Government Use.2000
A new millennium makes us acutely aware of our temporality within what Einstein called the 4-dimensional space-time continuum. Because humans possess memory and imagination, we can encompass time, and are not merely rooted in time. This enables us to reflect upon past accomplishments and future challenges. For example, I have found myself thinking recently about Abraham Flexner,1 whose seminal ideas were so influential throughout the 20th century, and imagining what he might see as the greatest opportunities of the present moment to improve medical and neurological education still further. In the first instance, Flexner would no doubt insist that the task of conceptualizing reform of medical education should be carried out by one individual, preferably someone with a background in education (but not medical education), rather than by a consensus panel of distinguished medical educators. History teaches that there is a place for group effort in research, yet the most important ideas and books of human civilizations have nearly always been the product of one mind.
Menken M. Medical and Neurologic Education at the Millennium. Arch Neurol. 2000;57(1):62-63. doi:10.1001/archneur.57.1.62