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Dale Groom, MD

JAMA. 1970;213(3):454-456.

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

Surely all of us in medicine have a personal, if not a professional interest in medical education, if only because we are ourselves the products of it. And whether we belong to town or gown we are aware that there is a certain ferment at our alma mater, that things aren't "just as they used to be," that compressed into a few short years is an unprecedented evolution in medical education the pace of which is accelerating. Some would say that we are entering a stage of academic adolescence, while others no doubt wonder if senility isn't setting in. For a few medical schools all this amounts to a veritable metamorphosis, and for all but a few of them, perhaps, it has meant a rethinking of many long revered doctrines. Of one thing we can be certain: change is the order of the day in matters of curriculum, in the . . . [Full Text PDF of this Article]

Author Affiliations
University of Oklahoma School of Medicine Oklahoma City

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