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May 1966

What Can Be Done About the Curriculum

Author Affiliations


From the Department of Dermatology, Stanford University Medical School, Palo Alto, Calif.

Arch Dermatol. 1966;93(5):539-541. doi:10.1001/archderm.1966.01600230043012

IN OUR DISCUSSIONS and presentations attention has been directed to the organization of undergraduate teaching programs through the learning experience, the role of the teacher in this experience, and the methods of evaluating students and teaching programs.

With this background, we find ourselves face to face with the modern medical curriculum. This period of graduate study is devoted to a scholarly approach to the medical sciences and an introduction to their clinical applications. Here we should teach a fusion of the scientist's power of analysis with the healer's art—a fusion that will develop and guide our students for the rest of their days as physicians.

Our meeting this weekend is timely because all over the country in medical schools there is a groundswell for change. Curricular changes have not kept pace with advances in knowledge within the various medical disciplines. The present curriculum in many teaching centers is under

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