 |
|
Professors Not Professing
|
|
| Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings. |
|
|
|
To the Editor: The Editorial by Dr DeAngelis cogently summarized several contributors to the problem of professors not professing.1 I would like to add yet another to this predicament. It begins as a consequence—the widespread devaluing of clinical teaching she describes leads to the quasi-Darwinian removal of excellent clinical teachers, among them both experienced masters and promising junior folks. Once this species is at or near extinction, this consequence circles around to become cause, as the absence of such outstanding teaching in the faculty’s "intellectual DNA" means that subsequent generations of learners advance to become teachers without ever having known true excellence in clinical teaching. These generations cannot help but perpetuate the resulting mediocrity in teaching and also the continued devaluing of outstanding clinical teaching. This near extinction of clinical teaching excellence is of our own making, as it reflects the choices we have made and therefore the values we . . . [Full Text of this Article]
W. Scott Richardson, MD
scott.richardson@wright.edu
Department of Internal Medicine
Wright State University School of Medicine
Dayton, Ohio
 CiteULike  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter
What's this?
RELATED ARTICLES
Professors Not Professing
Paul E. Marik
JAMA. 2004;292(24):2971-2972.
EXTRACT
| FULL TEXT
Professors Not Professing
Gerard W. Frank
JAMA. 2004;292(24):2972.
EXTRACT
| FULL TEXT
Professors Not Professing—Reply
Catherine D. DeAngelis
JAMA. 2004;292(24):2972.
EXTRACT
| FULL TEXT
Professors Not Professing
Catherine D. DeAngelis
JAMA. 2004;292(9):1060-1061.
EXTRACT
| FULL TEXT
|
