Recalling my residency training at the University of Massachusetts in the early 1970s, I was impressed with the attention to clinical diagnostic and management skills. It was assumed that we acquired the didactic database. Most impressive was the faculty's coverage of the emergency room, so that we residents could attend conferences. Nothing other than quality performance was acceptable. I do have a concern that priorities in some programs have changed to emphasize didactics, solely for the purpose of Board passage. The American Board of Internal Medicine (ABIM) examination has undergone significant modification over the ensuing years, responsive to the challenges of the times. One such challenge follows.
Asked the eponym for the malady affecting a patient he had just examined, a Board candidate gave an impolitic response and received a failing grade for the examination. Perhaps, the politic approach would have been to look at the examiner's name and ascribed