Vast changes have been wrought in the practice of medicine in the past quarter century and its teaching has undergone radical metamorphosis. Time forbids, and necessity does not demand, a review of this evolution.
Teaching, even to-day, is of secondary importance to the average medical teacher, practice demanding the most of his time and study, and as a consequence the whole scheme of teaching in most medical schools lacks system, and the different branches, and even different portions of a branch, are taught entirely independent of each other, no co-relation being observed. The chaos resulting from this medley is like a vaudeville. Each star and satellite performs his act, and when the final curtain rings down there is left with the spectator a sense of incompleteness, because the entire performance is devoid of plot. It is time, therefore, for us to pause in our scientific work and give some attention
FRANK C. TODD. TEACHING OPHTHALMOLOGY TO UNDERGRADUATES.. JAMA. 1902;XXXIX(10):530–536. doi:10.1001/jama.1902.52480360010001b