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It has long been recognized that, while progress in the medical sciences in this country in the last generation has been, relatively speaking, greater than in any other country, the clinical branches have, on the whole, lagged far behind in the academic sense, and clinical departments in most schools have not advanced very far beyond what they were a generation ago. The improvement in the scientific branches has been due chiefly to the recognition of the fact that the imperative demands of active practice absorb too much time to permit a man to teach one of these branches properly, and that in all our best schools such men are now devoting their whole time to teaching and investigation—the two essential requirements of their positions. To contribute to medical knowledge is of essential importance, for, aside from the value of new knowledge, no one can remain a good teacher unless he
CHANGES AT THE UNIVERSITY OF PENNSYLVANIA. JAMA. 1910;LIV(14):1145–1146. doi:10.1001/jama.1910.02550400031005
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