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This presents an interesting excursion in pedagogic technic, involving as it does the use of the case history method for teaching, which, in the words of Ewing's introduction, is employed "to take the teaching of pathology out of the realm of abstract philosophy and make it an effective force in the professional equipment of the medical student." The textbook which Smith and Gault have so constructed will provide an excellent instrument to test the advantages of teaching from this point of view. That the case history method will have advantages must be obvious. There are inherent dramatic features which arouse interest; there is close integration with the clinic, and with this an early familiarity with clinical terms is established; there is recognition that in reality "pathology" and "disease" are not to be compressed into stereotyped categories; finally there lurks the possibility that pathology will be envisioned as a dynamic process
Essentials of Pathology. JAMA. 1939;112(11):1099–1100. doi:10.1001/jama.1939.02800110079028
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