Abstract
In the United States, physician education developed within and was formed by two institutions: the medical school and the teaching hospital, the first emphasizing basic science and second emphasizing, supervised clinical experience (Swanson 1984; Ebert 1985; Dasco 1989). Within those settings excellent institutional competencies were developed: undergraduate and postgraduate teaching by full-time faculty and attending physicians with faculty appointments employed a full range of teaching techniques, student participation in laboratory and clinical research, a variety of teaching modalities (lectures, seminars, grand rounds, and bedside teaching), and close supervision built into the learning process (Abbott 1989). The medical schools and teaching hospitals were constructed to accommodate the needs of students with libraries, classrooms, ongoing medical records, laboratories, and ever increasing technology. As part of the process patients were expected to submit themselves to the needs of education, persuaded through economic necessity, or by the belief that the best patient care was provided in teaching hospitals (Schroeder et al. 1989). These patients were regarded as “teaching material.” The poorest allowed their bodies to be used for the educational process in return for free care. In addition, expectations of patients were in large part dependent on what services were made available. In practice, the three institutional aims of patient care, education, and research were often impossible to identify separately.
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San Agustin, M. (1992). Population-Based Medicine: A Case Study from a Traditional School. In: White, K.L., Connelly, J.E. (eds) The Medical School’s Mission and the Population’s Health. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-9189-0_5
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DOI: https://doi.org/10.1007/978-1-4613-9189-0_5
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