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The Time Has Come to Reform Graduate Medical Education
Michael M. E. Johns, MD
JAMA. 2001;286:1075-1076.
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The last decade has seen significant and much-needed changes in the education of medical students. In response to changing practice environments, the proliferation of new knowledge and new technologies, and new and better understandings of pedagogy, virtually every school of medicine in the country has undertaken significant curricular revision. In this issue of THE JOURNAL, Barzansky and colleagues1 report that 58% of all US medical schools are now involved in a major curricular initiative. Medical school curricula now aim to better integrate basic science and clinical experiences and to involve students in more active learning.
But not all aspects of medical education are being so thoroughly evaluated or updated. In graduate medical education (GME), by contrast, the most significant change in the last several decades has been the extensive proliferation of new subspecialties and longer training time in almost every medical discipline. But it is . . . [Full Text of this Article]
Author Affiliation: Woodruff Health Sciences Center, Emory University, Atlanta, Ga. Dr Johns is also Editor, Archives of Otolaryngology–Head & Neck Surgery.
RELATED LETTER
Reforming Graduate Medical Education
Betrand M. Bell
JAMA. 2002;287(6):715.
EXTRACT
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THIS ARTICLE HAS BEEN CITED BY OTHER ARTICLES
Reforming Graduate Medical Education
Ludmerer and Johns
JAMA 2005;294:1083-1087.
ABSTRACT
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Reforming Graduate Medical Education
Bell
JAMA 2002;287:715-715.
FULL TEXT
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