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1、EXERCISE3AmericanMedicalEducationMedicaleducationseemstobeinaperpetualstateofunrest.Fromtheearly1900stothepresent,morethanascoreofreportsfromfoundations,educationalbodies,andprofessionaltaskforceshavecriticizedmedicaleducationforemphasizingscientificknowledgeoverbiologicunderstanding,cli
2、nicalreasoning,practicalskill,andthedevelopmentofcharacter,compassion,andintegrity.Howdidthissituationarise,andwhatcanbedoneaboutit?Inthisarticle,whichintroducesanewseriesonmedicaleducationinthejournal,wesummarizethechangesinmedicaleducationoverthepastcenturyanddescribethecurrentchalleng
3、es,usingasaframeworkthekeygoalsofprofessionaleducation:totransmitknowledge,toimpartskills,andtoinculcatethevaluesoftheprofession.AbrahamFlexnerandAmericanMedicalEducationAlmostacenturyago,AbrahamFlexner,aresearchscholarattheCarnegieFoundationfortheAdvancementofTeaching,undertookanassessm
4、entofmedicaleducationinNorthAmerica,visitingall155medicalschoolstheninoperationintheUnitedStatesandCanada.His1910report,addressedprimarilytothepublic,helpedchangethefaceofAmericanmedicaleducation.ThepowerofFlexner’sreportderivedfromhisemphasisonthescientificbasisofmedicalpractice,thecomp
5、rehensivenatureofhissurvey,andtheappealofhismessagetotheAmericanpublic.Althoughreforminmedicaleducationwasalreadyunderway,Flexner’sreportfueledchangebycriticizingthemediocrequalityandprofitmotiveofmanyschoolsandteachers,theinadequatecurriculaandfacilitiesatanumberofschools,andthenonscien
6、tificapproachtopreparationfortheprofession,whichcontrastedwiththeuniversity-basedsystemofmedicaleducationinGermany.AtthecoreofFlexner’sviewwasthenotionthatformalanalyticreasoning,thekindofthinkingintegraltothenaturalsciences,shouldholdprideofplaceintheintellectualtrainingofphysicians.Thi
7、sideawaspioneeredatHarvardUniversity,theUniversityofMichigan,andtheUniversityofPennsylvaniainthe1880sbutwasmostfullyexpressedintheeducationalprogramatJohnsHopkinsUniversity,whichFlexnerregardedastheidealformedicaleducation.Inadditiontoascientificfoundationformedicaleducat
