The recognition of urogenital disease and its proper management are dependent to a large extent on the general practitioner, and the mental equipment he uses is, in turn, dependent to some extent on his training in medical school. This is especially true with the recent graduate, and the more practical and vivid his undergraduate teaching has been made, the more mental equipment he will have to cope with the daily problems of his practice.
A review of the bulletins of twenty-two representative medical schools reveals a wide variation in the assignment of time to the teaching of urogenital dis eases. This ranged from a minimum of no time allotted for this course to a maximum of 110 hours. Table 1 gives a summary of this review.
In view of the present trend toward more clinical teaching and less didactic instruction, it is surprising to note that eight, or 36 per
ROGER W. BARNES. TEACHING UROLOGY TO MEDICAL STUDENTS. JAMA. 1937;109(9):640–642. doi:10.1001/jama.1937.02780350008004