Forty-one years ago, physician-essayist Lewis Thomas proposed that applicants to medical school who were traditional premed science majors be considered last, if at all, for admission.1 Instead, he wrote, preference should be given to students who concentrated on “some central, core discipline, universal within the curricula of all the colleges, which could be used for evaluating the free range of a student’s mind, his [sic] tenacity and resolve, his innate capacity for the understanding of human beings and his affection for the human condition. For this purpose,” he concluded, “I propose that classical Greek be restored as the centerpiece of undergraduate education.”
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Ratzan RM. How to Fix the Premedical Curriculum—Another Try. JAMA. 2019;322(8):710–711. doi:10.1001/jama.2019.11480
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