The remarkable advance in medical education during the last two decades is justly a matter for pride on the part of the medical profession. This progress far exceeds that which had been made during the previous two centuries. It surpasses, moreover, the advance in any other department of education during the corresponding period.1
THESE sentiments are held generally by those competent to comment on the extensive changes being made in contemporary medical education. Discussion has been so widespread that there is agreement on which of the present changes are the more significant. These include shortening the curriculum; developing core course material and allocating the freed time to electives; teaching student subspecialties only in relationship to the general fields of medicine and surgery; reducing the number of lecture hours and increasing the number of hours in patient-care activities; increasing emphasis on self-education by students; better correlation, coordination, and integration
Sanazaro PJ. Innovations in Medical Education: Social and Scientific Determinants. Arch Neurol. 1967;17(5):484–493. doi:10.1001/archneur.1967.00470290038007
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