We are to-day in the midst of a great unrest in American medical education, and the movement for a true teaching spirit in medicine is now irresistible. How shall we meet it, how help it on its course? I propose to assemble what seem to be the chief factors in our problem as teachers and learners, setting aside formal administrative questions, and dealing largely with the more personal and fundamental. Let us try, on the threshold of a new year of work, to catch this true spirit, in order that it may permeate all our coming endeavors.
In reviewing the experience of a student of twenty, fifteen, or even ten years ago, one is forced to wonder that medical teaching has lagged so far behind medical knowledge. When Vesalius struck down the centuriesold authority of Galen, and made anatomy a fabric of thought and action, he surely laid therewith the
FREDERICK H. PRATT. TEACHER AND LEARNER IN MEDICINE. JAMA. 1913;61(9):646–649. doi:10.1001/jama.1913.04350090014005