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To the Editor: Dr Ferry and colleagues¹ present results of a national survey of the content of tobacco dependence curricula in US medical schools. Their data show that training of US medical graduates in the treatment of tobacco dependence is inadequate, and they report that clinical curricula involving smoking cessation techniques with patients and evaluation of student performance are seriously deficient.

In 1991, the Liaison Committee on Medical Education formally incorporated performance-based assessment into the accreditation standards of medical schools.² We believe, based on the overwhelming research evidence,³ that a critical part of the medical school curriculum on smoking cessation should be performance assessment of the clinical techniques. Key elements to guide the development of performance-based assessment are (1) integration of 2 or more new basic learned capabilities, (2) observed behaviors, (3) relevant clinical tasks, and (4) problem content at an appropriate level for medical students.⁴ We feel that clinical . . . [Full Text of this Article]

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