Word: flexner
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Dates: during 1960-1969
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...have been that way since 1910, when the Carnegie Foundation for the Advancement of Teaching issued a searing -- and much-publicized -- report indicating that this country's medical students rarely received systematic or competent instruction. Almost immediately, fly-by-night medical schools "collapsed to the right and left," Abraham Flexner, the report's author wrote later. Remaining schools dedicated themselves to teaching students all there was to know about medical science...
...Institute, which has no formal ties to nearby Princeton University, lives mainly off the income from a $19 million endowment given to it by New Jersey Department Store Owner Louis Bamberger and his sister, Mrs. Felix Fuld. They did so at the suggestion of Medical Education Reformer Abraham Flexner, the Institute's first director, who convinced them of "the usefulness of useless knowledge." It now has 23 permanent "professors," each of whom was selected by the vote of the other professors and who get about $24,000 for a seven-month academic year. In addition there are 100 "members...
...would be easy to assume that Flexner was describing medical education today rather than in 1924. Unfortunately, this book did not have the impact of his devastating critique of proprietary schools written...
Changes have been made in medical education since Flexner's time, although few schools have been able to escape the lockstep which he describes so vividly. But most medical schools continue to make certain basic assumptions which govern the teaching of medicine. The first assumption is that everyone should have essentially the same educational experience, regardless of interest, background, aptitude or ultimate choice of career within medicine. The second assumption is that some exposure to every held of medicine is desirable. It is universally accepted that it is impossible "to cover" all medical knowledge in medical school, but each specialty...
...some indication of what you as the faculty believe is important and what you consider unimportant. For if you do this and provide us with a little more time for study and reflection, perhaps we can participate in a more active ways in our own education. Or, as Flexner put it: "With certain obvious exceptions, the particular facts learned, the particular skills acquired, are of less importance than the habit of enquiry, the ability to use the senses, the capacity for well-directed effort...