The dilemma which confronts us today in any consideration of medical education is two horned. On the one hand we have the vast and ever-increasing fund of information that must be given to the student, and on the other, the shortness of the allotted time in which to give it to him. Methods of teaching must be found that are best suited to the majority of students, and that will serve to prepare them for the practice of medicine or for a life of research. What should be taught must also be decided. The good and the bad in past and present medical education must be remembered in order to solve this problem. Present methods have failed to deal adequately with the difficulties of the situation, and, if they are persisted in, the purposes of the medical school will be increasingly defeated.
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