The writer, after considering the several phases of the subject of medical education, registration, etc., as they apply in Canada, said:
The medical curriculum has subjects difficult to acquire, worthless as mental gymnastics, useless in practice and speedily forgotten when acquired. The methods of teaching are imperfect and vicious. The student in didactic lectures is not taught—he is over-lectured and under-taught. The lecturer describes rather than demonstrates and instead of making the student follow him step by step in his methods of observation, collecting, comparing, testing, and recording facts and of reasoning thereon, the didactic lecturer leaves them to be learned by being described, forgetful that they can be learned only by being practiced.The main tendency of the present method of didactic lectures is to give students smatterings of scientific knowledge at the cost of that thorough knowledge of their art which is essential to its successful
JONES JR. MEDICAL EDUCATION. JAMA. 1901;XXXVII(12):742–743. doi:10.1001/jama.1901.62470380012001d
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