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ARTICLE |

New Pathways for Medical Education

Daniel C. Tosteson, MD
JAMA. 1991;265(8):1022-1023. doi:10.1001/jama.1991.03460080092040.
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It is timely and encouraging to note the appearance, in this issue of The Journal, of an article on reform of medical education.1 The editors deserve credit for featuring an article on medical education, and the authors merit praise for designing and carrying out a careful assessment of the opinions of teachers and administrators about reform.

Dr Cantor and his coauthors conclude that there is "a restlessness among leaders of medical education" consulted in their survey. They note that "except for basic sciences faculty, a majority of educators stated that 'fundamental changes' are needed in medical student education in the United States." What are the origins of these feelings of concern in the minds of those who are responsible for educating the physicians for the future?

The authors cite several criticisms that have been made of contemporary medical education. In my opinion, the prevalent anxiety of medical educators is

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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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