I shall begin by assuming a general agreement that the research and teaching functions of the modern medical school are out of balance with each other, and their imbalance is made even shakier by the increasing interposition, somewhere between them, of the expanding function of clinical service. It is with the problem of how to arrange these three harmoniously, so that each supports and balances the others, that Drs. Egeberg, Chapman, and I are concerned.
We can all agree that the primary function of the medical school is the education of physicians. We can also agree, I believe, that in a profession in which the fundamental concepts are being changed so rapidly and completely by the advances in biomedical science, research must inevitably play an important role in the process of education.
When we speak of research in the medical school, we had better be clear about what we mean,
Thomas L. The Balance Between Research and Teaching in Medical Education. JAMA. 1968;204(9):789–791. doi:10.1001/jama.1968.03140220037010
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