An interesting perspective on medical education reform is offered this week in the New England Journal of Medicine by Charles G. Prober, M.D., and Chip Heath, Ph.D. Excerpt is below, please see the NEJM website for full text.
The last substantive reform in medical student education followed the Flexner Report, which was written in 1910. In the ensuing 100 years, the volume of medical knowledge has exploded, the complexity of the health care system has grown, pedagogical methods have evolved, and unprecedented opportunities for technological support of learners have become available. Yet students are being taught roughly the same way they were taught when the Wright brothers were tinkering at Kitty Hawk.
It’s time to change the way we educate doctors. Since the hours available in a day have not increased to accommodate the expanded medical canon, we . . .
Charles G. Prober, M.D., and Chip Heath, Ph.D.
N Engl J Med 2012; 366:1657-1659May 3, 2012