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A Call for Papers

Stephen J. Lurie, MD,PhD

JAMA. 2001;285:465-466.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

Life was certainly simpler for medical educators in the immediate post-Flexnerian age. The scientific discoveries of the late 19th and early 20th centuries seemed at the time to be mere promissory notes on an even more abundant harvest of medical miracles, and the public then viewed the medical profession with a mixture of veneration, deference, and gratitude. Medical education largely involved a didactic initiation into the known principles of disease, followed by a few years of bedside experience. Patients, for their part, were perhaps reassured by their inability to penetrate their physicians' scientific training, as its complexity was also proof of its soundness. The patient-physician relationship was known to be important, but only the most august professor would have presumed to lecture to medical students or interns about it. If the art of medicine was long, as Hippocrates first asserted, it was also thought to be . . . [Full Text of this Article]

Author Affiliation: Dr Lurie is Senior Editor, JAMA.

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