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JAMA. 1970;213(10):1675.

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

Until recently the medical student had his first and possibly his only comprehensive exposure to malignant neoplastic diseases in pathologic anatomy and autopsy studies. He acquired a distorted picture of the problem: a static presentation of a dynamic process or a terminal picture of a progressive condition. Elaborate morphologic descriptions of histologic subclassifications of various tumors were accepted by him with resigned apathy due to the lack of correlation with the clinical manifestations, course, and selection of therapies.

There is a great need for a merging and coordination in the preclinical and clinical teaching of oncology. Cancer should be presented to the student in a well-correlated manner encompassing the cellular, histological, anatomical, biochemical, pathophysiological, epidemiological, clinical, and social aspects of the disease. Such an integration is beneficial to the student as well as to the preclinical and the clinical instructors. The preclinical teacher benefits from the student response after demonstrating . . . [Full Text PDF of this Article]

Footnotes
Address editorial communications to the Editor, 535 N Dearborn St, Chicago 60610

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