[Skip to Content]
[Skip to Content Landing]
September 3, 1898


JAMA. 1898;XXXI(10):544. doi:10.1001/jama.1898.02450100054009

This article is only available in the PDF format. Download the PDF to view the article, as well as its associated figures and tables.


An inevitable change that must come in medical teaching is an extreme predominance of clinical and laboratory teaching over the didactic lecture. The student can learn from lectures by able men, and much is unqestionably impressed upon the student's mind in this way alone, but aside from the practical experience of the lecturer and certain details of application which he can give, the student learns nothing that he can not gain from his text-book on the subject. Furthermore, he loses as a rule a large part of the lecture by attempting to take notes, and no mind possesses the phenomenal ability to remember without notes a detailed series of lectures on a single subject, to say nothing of an attempt to retain lectures on many subjects. At the end of one hour this student has a mass of notes, that are bad, as a rule, and an indefinite idea of

First Page Preview View Large
First page PDF preview
First page PDF preview