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SYMPOSIUM ON MEDICAL EDUCATION-NO 2 |

Therapy

Robert C. Berson, MD
JAMA. 1964;189(2):122-124. doi:10.1001/jama.1964.03070020050011.
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ABSTRACT

IN MOST communities in which there are medical schools, relations between members of the faculty and practitioners are cordial, helpful, and sound and it is rather rare that these relations deteriorate to such an extent that it is accurate to use the word "syndrome"—a complex of symptoms of a morbid condition.

Three case histories, some opinions about the panacea of "good communications," and specific suggestions should help to bring some therapeutic approaches into focus.

Case 1.—  This long-established medical school embarked on a new era after being on a plateau for many years. The medical school had been dependent on a community hospital in which leading practitioners were most influential. A new and well-equipped teaching hospital was developed, entirely supported by the state. The medical school obtained additional funds and recruited strictly full-time men to form the nucleus of the faculty in the clinical departments and based them in the

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