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Sidney P. Kent, MD
Birmingham, Ala

JAMA. 1970;213(2):300.

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

To the Editor:—

I believe Dr. Wallach misinterprets my point about relevance in medical education. A shift in emphasis from memorizing factual information to a problemsolving approach to learning and evaluation of student progress does not imply that factual and conceptual information are no longer necessary. As the ability to use facts to solve problems requires an additional level of understanding and is essential, it should be a more valid way of evaluating student progress. It also may be a more stimulating approach to learning.

The assumption that such an approach would result in pediatricians, internists, anesthesiologists, etc, who cannot deal with problems they see repeatedly, unless they have a textbook in one hand, understimates the value of working with problems as a learning experience. Dr. Wallach's pediatrician does not need flash cards of the various exanthemata probably because in his training and subsequent experience he has used his frequent . . . [Full Text PDF of this Article]

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