An academical system without the personal influence of teachers upon pupils is an Arctic winter; it will create an icebound, petrified, cast iron university and nothing else."1
The essential experience in a university—and this is uniquely so in a medical school—will always remain the personal confrontation of students and faculty to which Cardinal Newman so perceptively alluded. While this experience is the necessary point of return in any discussion of faculty supply, it can no longer be assured by attention to numbers of faculty alone. Any estimates of the prospective supply of faculty to staff new medical schools and expand the capabilities of existing schools is increasingly complicated by the new and multiple functions demanded by society of medical faculties and medical centers. Can the expanding responsibilities confronting medical schools be met and still preserve traditional teaching functions, even in the next decade?
This is a question which clearly