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On the "Angry Medical Student's" Lament for "Better" Teaching

David Seegal, MD
JAMA. 1967;199(1):31-32. doi:10.1001/jama.1967.03120010075016.
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Despite the Herculean efforts of many committees on curriculum it is doubtful that the ideal educational program will be achieved in any medical school. The multiple factors of teachers, students, subjects, and changing scientific and social scenes present so many complex and unsettled problems that only an approximation of excellence may be anticipated in solving these dilemmas. For example, it is unlikely that the controversy as to the relative educatory merits of the full-time university member and the extrahospital practitioner will be quickly resolved to everyone's satisfaction; and it is a safe wager that students will continue to denigrate the teaching performance of many members of the faculty. Recently these controversial matters have stimulated perceptive and empathic responses by Lawrence A. Kohn,1 Eugene A. Stead,2 and Carl V. Moore.3 Moore addresses his remarks particularly to the "angry" medical students' complaints about the inadequacies of their medical education.


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