The increasing significance of the role of research in the education of all physicians is readily apparent, and the value of research in teaching the scientific method and extending its war against empiricism needs little further apology. Its usefulness in stimulating curiosity and evaluating data is true at any time in a physician's career—whether it be as student, graduate, or practitioner. What, then, are the questions to be raised concerning the proper place of research which are peculiar to graduate medical education? How is graduate medical education different from undergraduate medical instruction? Perhaps a set of answers to this latter question might help in part to answer the former.
Establishment of Research Orientation
"Undergraduate experience," according to Darley, "is aimed at developing the fundamental principles applicable to the whole body of medical knowledge, at establishing habits of reasoned and critical judgement of evidence and experience, and at developing the ability