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July 1954


Author Affiliations

From the Babies Hospital and Department of Pediatrics, Columbia University College of Physicians and Surgeons.

AMA Am J Dis Child. 1954;88(1):1-4. doi:10.1001/archpedi.1954.02050100003001

PART OF the clinician's job is to gather evidence; another part is to interpret it. Practically all of us are teachers of pediatrics, at least in the bonds of the Hippocratic oath if not actually on a university payroll. As such we have the dual responsibility of evaluating clinical evidence in the course of our own work with patients and of teaching the process of evaluation to the degree that we consciously strive to perfect it. In current practices of clinical teaching, the indoctrination of students into the various modalities of gathering evidence is clearly planned and well executed. In history taking, in physical examination, and in the application of laboratory diagnostic aids to the problem in hand, the student can to a very large extent substitute method and conscientious application of a design of inquiry for actual experience in dealing with sick people. That is to say, he can

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