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Daniel C. Tosteson, MD

JAMA. 1991;265(8):1022-1023.

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

It is timely and encouraging to note the appearance, in this issue of THE JOURNAL, of an article on reform of medical education.¹ The editors deserve credit for featuring an article on medical education, and the authors merit praise for designing and carrying out a careful assessment of the opinions of teachers and administrators about reform.

Dr Cantor and his coauthors conclude that there is "a restlessness among leaders of medical education" consulted in their survey. They note that "except for basic sciences faculty, a majority of educators stated that 'fundamental changes' are needed in medical student education in the United States." What are the origins of these feelings of concern in the minds of those who are responsible for educating the physicians for the future?

The authors cite several criticisms that have been made of contemporary medical education. In my opinion, the prevalent anxiety of medical educators is . . . [Full Text PDF of this Article]

Author Affiliations
From the Office of the Dean, Faculty of Medicine, Harvard Medical School, Boston, Mass.

Footnotes
Reprint requests to Office of the Dean, Faculty of Medicine, Harvard Medical School, Boston, MA 02155 (Dr Tosteson).

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