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Ludmerer. In the mid-19th century, medical schools were faculty-owned, for-profit operations that churned out doctors after just a few months of lectures. With the Flexner Report of 1910, medical educators realized that medical schools should be integral parts of universities, said Kenneth M. Ludmerer, M.D., professor of medicine and history at ...
Together with decades of continuous expansion of the content of the medical curriculum, it took the median medical student in the late 1950s and early 1960s about 8.5 years to graduate, and approximately 30% never did. 26–30 Compared with the first decades of the 20th century, this represented an increase of 1.5 years for the average student. 31 Lagging behind became endemic because the ...
- The Social Mandate of Medical Schools
- Ethical Obligations of Medical Schools
- Some Ethical Issues Peculiar to Clinical Education
- Conclusion
- Bibliography
Medical schools occupy a unique moral position in society. They are mandated to meet society's need for a continuous supply of competent practitioners who can care for the sick and promote the public's health. For this reason, medical schools are supported as loci for the advancement and transmission of medical knowledge and are granted authority t...
The ethical obligations of medical schools as societal entities are defined in terms of the constituencies they serve: society, faculty, student body, and patients (Pellegrino, 1976). Medical schools have been granted a virtual monopoly over the number of students they admit and the number of training places in the various specialties in teaching h...
The ethical issues outlined thus far are particular only in part to medical education. What is unique is the medical school's engagement in clinical education, i.e., in providing "hands on" experience for students in the actual care of patients. It is here that serious conflict may arise between patient care and student learning. Physicians since H...
Despite the sanction society gives to clinical education, there are important ethical obligations that limit this privilege. In no sense can learning by practice be a "right" of medical students or medical schools no matter how high the tuition or the degree of social utility. The privileges of clinical education cannot be bought at any price by th...
Andre, Judith. 1992. "Learning to See: Moral Growth during Medical Training." Journal of Medical Ethics18(3): 148–152. Benfield, D. Gary; Flaksman, Richard J.; Lin, Tsun-Asin; Kantaki, Anand D.; Kokomoor, Franklin W.; and Vallman, John H.1991. "Teaching Intubation Skills Using Newly Deceased Infants." Journal of the American Medical Association265(...
Nov 19, 2020 · After its introduction, many human remains in medical schools and anatomy laboratories which were thought to violate its purposes were transferred to archaeology departments. “The existence of this trade [in teaching skeletons] emanates the idea that human remains from deceased peoples in ex-colonies are somehow disposable, and can be discarded, looted and sold for profit.
May 16, 2015 · In 1765, students were admitted to “anatomical lectures” and a course on “the theory and practice of physik” at the College of Philadelphia. Thus began the first medical school in the USA—at that time, of course, “America” simply consisted of 13 colonies. Eventually, after various convulsions and name changes, the College of Philadelphia would transmute into the University of ...
- Elizabeth Fee
- 2015
The regular use of human bodies for medical training purposes began in Europe in the Late Middle Ages and spread during the 18th and 19th centuries. 1 Historically, anatomists have depended on the gallows, jails, or poorhouses as sources of bodies, but the 1960s and 1970s saw the rise of a viable alternative: body donation, or informed consent of the deceased during his or her lifetime. 2 ...
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Mar 14, 1996 · In Great Britain, the hope of recruiting more medical students needed for war service was dashed by “the reality of low pay, lack of respect and the physical dangers facing most recruits.” 2 In revolutionary France, the medical schools were officially closed early in the Revolution; the title of doctor was disdained by equalitarian reformers; and near chaos prevailed in the hospitals.
