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JAMA. 1970;214(8):1557-1558.

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Medical education has become a major concern of every nation as advances of science and technology have provided potential cures for disease, improved communication has made them known, and social change has increased the demand for them. The emerging nations aspire to parity with the developed world, and have been encouraged to believe that the way to equality lay in imitation of the institutional systems of the West. As the result, over the past 75 years, and particularly since World War II, medical schools have been built in nearly all countries in the world. They have been patterned after schools of western countries, particularly of England, France, or the United States, and staffed by faculty trained in the countries which have been their models and sponsors. Disenchantment has followed recognition that the content and orientation have been inappropriate, the patterns of specialization indiscriminate, and the priorities unsupportable for less affluent . . . [Full Text PDF of this Article]

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