Throughout the history of our country, medical education has changed with the times. It has adapted itself to new demands and has now reached so high a level of excellence that students and physicians and biomedical scientists from all over the world look to us for training and leadership. It might seem that we could say with complacency, "Let us let well enough alone and continue as we have been."
Yet rarely in our history has there been such questioning of the rightness of the path on which we find ourselves. Rarely has there been such genuine desire by medical educators and the medical profession to reexamine our plans, and we seek to make new estimates of the value of our goals and new judgments of how we may achieve them.
In the past, we have adapted as changing conditions required. From this flexibility, much of our present excellence stems,