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The Teaching of Pathology, Microbiology, Immunology, and Genetics: Report of the Second Teaching Institute of the Association of American Medical Colleges, French Lick, Oct. 10-15, 1954.

William B. Bean, M.D.
AMA Arch Intern Med. 1956;97(5):652-653. doi:10.1001/archinte.1956.00250230148018.
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The period since World War II has seen a great upsurge in a formal and organized approach to problems of medical education. Part of this is a natural outgrowth of the developments which have revolutionized medical education in its entirety. We tend to look on contemporary medical education as a development of the contributions of Johns Hopkins Hospital and Harvard Medical School supplemented and indeed deflected by the Flexner report. But things are more complex, and now we are caught up in all the multitudinous new advances which have stuffed the curriculum to bursting. The sometimes self-conscious introspections of medical teachers are made fretful by Education and all the machinery of examinations, committee evaluations, student opinion polls, and the like. The story of the influence of the great Eastern universities and medical schools has been told and many times over. No one has traced out the conspicuous influence of midwestern


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