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Social Meaning of Time |

Time and Medical Education

Kenneth M. Ludmerer, MD
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From Washington University, St. Louis, Missouri.

Requests for Reprints: Kenneth M. Ludmerer, MD, Department of Medicine, Washington University, 660 South Euclid Avenue, St. Louis, MO 63110. For reprint orders in quantities exceeding 100, please contact the Reprints Coordinator; phone, 215-351-2657; e-mail, reprints@mail.acponline.org.

Ann Intern Med. 2000;132(1):25-28. doi:10.7326/0003-4819-132-1-200001040-00005
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From a broad perspective, there have always been two dimensions to medical education: pedagogic principles and the institutional environment in which those principles are implemented. The two are closely related because adequate financial resources are necessary to allow medical education to proceed on a high plane. In the United States, educators realized as early as the 1870s the importance of conducting medical education in an environment of inquiry and discovery, where students learned by doing and where full-time faculty engaged in research as well as teaching. However, the financial resources to establish such a system proved difficult to acquire, which explains why this approach did not become generalized in the United States until nearly a half century later (1).

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