Because of the traditional subordination of education to service, graduate
medical education (GME) in the United States has never realized its full educational
potential. This article suggests 4 strategies for reasserting the primacy
of education in GME: limit the number of patients house officers manage at
one time, relieve the resident staff of noneducational chores, improve educational
content, and ease emotional stresses. Achieving these goals will require regulatory
reform, adequate funding, and institutional competency in the use of educational
resources. Modern medicine grows ever more complex. The need to address the
deficiencies of GME is urgent.
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