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Letters |15 March 1994

Developing and Rewarding Good Teachers

Harley S. Schultz, MD

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  • San Leonardo, CA 94578
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TO THE EDITOR:
The article on the attractiveness of internal medicine [1] evoked many memories, not all of them fond, of my internal medicine training. Regrettably, after 20 years medical students still feel “humiliated” by “malignant attendings” and “journal jockeys.” They also believe that internal medicine prolongs suffering and dying. I distinctly recall one of my fellow interns wondering why he found internal medicine so interesting and fascinating in the journals but so depressing in real hospital work.
McMurray and colleagues do a service by forcing us to re-examine long-standing practices. However, I do not agree that their findings represent a cohort effect or a decline in teaching effectiveness. In the 1970s and 1980s it was clear to me and the housestaff that those of us in patient care were held in less esteem than those teaching and doing research. Academic advancement has traditionally been based on research, to a lesser extent on teaching, and to a minimal extent on patient care It is no accident that medical school faculties and attitudes have perpetuated themselves.
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Schultz HS. Developing and Rewarding Good Teachers. Ann Intern Med. ;120:526. doi: 10.7326/0003-4819-120-6-199403150-00027

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Published: Ann Intern Med. 1994;120(6):526.

DOI: 10.7326/0003-4819-120-6-199403150-00027

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