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November 20, 1967


JAMA. 1967;202(8):836-837. doi:10.1001/jama.1967.03130210210035

To identify in an ever-changing world the truths and values which persist and constitute the essentials of goodness in the abstraction called "Medicine" is the first task of the medical educator. His second task is to place such verities in a workable context within the maelstrom of socioeconomic upheaval. How to perpetuate the intimacy of the doctor-patient relationship, which we recognize as an essential good, in the teaching and practice of medicine today is a very real problem.

The team approach to the teaching of medicine is not new. It came of age in America, and finds expression in our schools and graduate programs. It reached its youthful manhood in an era during which it could depend on indigent patients for the development of the young doctor's judgment as the decision-maker. It was particularly apparent in surgery, but it permeated the teaching of all those who wished to personate the