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MEDICAL TRAINING.

JAMA. 1894;XXIII(9):355-356. doi:10.1001/jama.1894.02421140029004.
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ABSTRACT

Questions of medical education that occupy so much attention in journals and medical meetings, are often treated from a very narrow and erroneous point of view. The school that teaches such a great variety of subjects, with enormous faculties, and almost wonderful system of division of topics, may fail to graduate successful men. Its students may have what Prof. Gross used to designate as "photographic memories, and microscopic brains," and be storehouses of medical matters, and yet pass through a long life without ever contributing a single fact to science. Many teachers and even writers use the term medical education, as if it was something complete and finished. Diplomas are considered as evidences of this, and are offered as guarantees of scientific skill.

These are sad delusions; a medical education is never finished and no one can be called educated in any true sense. The true aim of medical schools

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