 |
|
The Challenge for EducatorsDoes What We Do Make a Difference?
Susan E. Skochelak, MD, MPH
Arch Fam Med. 1994;3(3):221-222.
|
|
| Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings. |
|
|
|
THE PAST FEW YEARS have seen renewed interest in medical education reform. New instructional methods, including problembased learning, computer-assisted instruction, and technical innovations for connecting remote sites, have added new tools to the medical educator's bag of tricks.1 Medical schools and graduate medical education training programs are rapidly revamping what has come to be known as traditional medical education. The Association of American Medical Colleges, Washington, DC, has called for increased generalist physician training in medical schools.2 Many schools have added new family medicine or generalist clinical clerkships and are planning preclinical experiences as well.3 Residency programs have experimented with new models, including abbreviated programs that shorten training by combining the first year of residency education with the fourth year of medical school.
The following question often brings us short in our enthusiasm to stay apace with the rapidly changing medical education scene: how do we know
. . . [Full Text PDF of this Article]
Author Affiliations
University of Wisconsin-Madison School of Medicine
|
