As has been pointed out previously, the first educational programs in comprehensive care were begun out of concerns based on personal experience and philosophy without either documentation or consensus as to their educational effectiveness or any resulting increased efficiency or effectiveness in patient care. Again, as has been noted (and as I shall comment on at greater length later), other events in society overtook these early efforts, and to a considerable extent passed them by so that what were begun as significant departures in curriculum in retrospect appear to some of us as thin and inadequate measures, particularly in the light of social pressures which were then disguised but which we now more fully recognize.
Despite the limitations and shortcomings of those educational programs designed for training in comprehensive care, I believe the most concise and productive approach I can make to my portion of this subject is to reexamine
Magraw RM. Implications for Medical Education. Am J Dis Child. 1971;122(6):475-477. doi:10.1001/archpedi.1971.02110060045005