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Editorial |

Medical Education Theme Issue 2009:  Call for Papers

Robert M. Golub, MD
JAMA. 2009;301(9):972. doi:10.1001/jama.2009.152.
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The quest for an educational process with a lower mortality rate than that provided by time has led to the current medical education system, with all of its strengths and weaknesses. The challenge has been to craft a series of largely independent programs that efficiently and effectively takes a person from novice to expert clinician and then facilitates continual reeducation of the expert.

However, whether the current educational system achieves optimal efficiency or effectiveness is in doubt. There are questions about the length of undergraduate medical education,1,2 further reductions in resident work hours,3 and splitting generalist training from subspecialty training.4 High-quality evidence that educational strategies result in the best patient outcomes is generally lacking5; conversely, some of the basic tenets behind continuing medical education may have weak foundations.6

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The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
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