CHASE PATTERSON KIMBALL, M.D.
To the editor: It is perhaps reductionistic to suggest that the current ferment over medical curriculum changes relates only to a crisis in health care and physician shortage (1, 2).
Rather, much of the controversy addresses itself to other deficiencies prevalent in educational pedagogy and in the delivery of health services. Among these are the following:
1. The method of teaching the basic sciences as they have been and are currently taught in most medical schools is often archaic. Many students enter medical school with better preparation in one third of these subjects than what the diluted and frequently ill-prepared
KIMBALL CP. Engel Unopposed?. Ann Intern Med. ;77:318–319. doi: 10.7326/0003-4819-77-2-318_2
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Published: Ann Intern Med. 1972;77(2):318-319.
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