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Sense or Nonsense?

Clement R. Brown, Jr., MD; Henry S. M. Uhl, MD

JAMA. 1970;213(10):1660-1668.

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

The heroic age of American medicine, responsive to the leadership of Welch, Osler, and their many colleagues, contemporaries, and "pupils,"¹ established two basic principles essential for achieving the goals of medical excellence and a high quality of medical care: (1) the physical, biological, social, and behavioral sciences must provide the underpinning of medical education; (2) the physician must remain "a lifelong student"! (In one sense, this soubriquet has been harmful, since educators until recent years have continued to think of the physician in the same role model as their concept of the medical student, a receptacle for information and wisdom, rather than as a mature professional making critical decisions each working day of his life. For a thoughtful discussion of this point, see Groen.²) Now, three quarters of a century later, the flowering of medicine through advances in scientific knowledge is evident to everyone. But medical educators still . . . [Full Text PDF of this Article]

Author Affiliations
From Chestnut Hill Hospital, Philadelphia (Dr. Brown) and Brown University, Providence, RI, and the Tri-State Regional Medical Program (Dr. Uhl).

Footnotes
Read before the 66th annual Congress on Medical Education, sponsored by the AMA Council on Medical Education, Chicago, Feb 9, 1970.

Reprint requests to 8835 Germantown Ave, Philadelphia 19118 (Dr. Brown).

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