Abstract The clinical education of medical students has been moving away from the bedside. We have drifted from the exciting and successful Oslerian concepts of bedside teaching, with the visible functioning of the scholarly physician, to an educational process that often inadequately teaches biomedical science and which frequently fails in teaching clinical skills and humane patient-oriented performance. We must be grateful to Eichna,1,2 who has assessed important aspects of medical education with wisdom and offers some imaginative and sensible solutions. Moser3,4 and others have helped focus some of the problems, and recently Landau,5 from an institution with a long tradition of having only full-time salaried physicians, expressed his dismay at our failure in teaching clinical medicine. It is impossible to define easily the complex problems in medical education, but we need to acknowledge our frequent failure to educate students to function as capable clinicians. This failure must be References 1. Eichna LW: A medical school curriculum for the 1980s. N Engl J Med 1983;308:18-21.Crossref 2. Eichna LW: The art is of three parts: Commencement address, Northwestern University Medical School. Northwestern Univ Med Center Mag 1983;6:12-16. 3. Moser RH: Rounds. Bull Am Coll Physicians 1977;18:5. 4. Moser RH: On speaking to patients. Ann Intern Med 1964;61: 588-591.Crossref 5. Landau RL: Professors of medicine, stand up! Arch Intern Med 1983;143:212-213.Crossref 6. Miller AJ: Concerning the complete physician. Bull Am Coll Physicians 1973;14:480-481.
Archives of Internal Medicine – American Medical Association
Published: Nov 1, 1983