New Trends in Methods of Education

WHEN the history of medical education as it evolved in the late 1950's and during the decade of the 1960's is finally written, there will be a number of uneven spots in the narrative. We, as well as our successors, will be able to point with infinite and well-deserved pride to how scientific discoveries were quickly incorporated into the mainstream of medical education. As each new drug, technique, and instrument was systematically tested in vivo and/or in vitro, almost immediately it became a part of the armamentarium of the medical educator and in turn the medical student and medical practitioner. The significance of these achievements will not be tarnished by the fact that more often than not these scientific accomplishments were added to the medical school curriculum with little thought to their logical placement. One of the many peculiarities of a medical school curriculum is that much is added to