Lasting Values in Medical Education

Weiskotten, H. G.

doi:10.1001/jama.1957.02980050023007

Cited by 4 publications

(8 citation statements)

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“…Those papers, prepared and delivered by Weiskotten, 1 Whitehorn, 2 Atchley, 3 Cope,4 Wood,5 and Dempsey " merit careful reading and serious study by all individuals interested in and concerned with medical education and medical practice. In fact, they might well be classified in the category of "required reading'' on the part of the medical pro¬ fession at large as well as those engaged specifically in medical education and research.…”

Section: The Changing Dimensions Of Medical Science and Their Implicamentioning

confidence: 99%

“…Tied in with the consideration of this matter are the background activities and the reports of the Committee on General Practice Prior to Specializa¬ tion. In the study of its assignment, this committee considered the following specific questions: (1) Is general practice prior to specialization desirable? (2) Is it practical?…”

Section: Need For Obiective Analysismentioning

confidence: 99%

“…"Doctor-Draft" Law Expires; New Legislation Provides for Specialists' Service Amendments to the Universal Military Training and Service Act, as amended, adopted in June, 1957, replace the former "Doctor-Draft" law and provide for meeting the requirements of the Armed Forces for medical, dental, and allied specialists until June 1,1959. Under the new amendments only those spe¬ cialists who are otherwise liable as regular regis¬ trants are subject to induction under the Selective Service Law.…”

Section: Status Of Interns and Residentsmentioning

confidence: 99%

“…The old "Doctor-Draft" law under which medical, dental and allied specialists had been liable since 1950 expired July 1,1957. It had placed liability for service on older doctors, dentists, and allied spe¬ cialists, at one time up to the age of 51.…”

Section: Status Of Interns and Residentsmentioning

confidence: 99%

“…Applications for sponsored civilian intern training beginning July 1 are closed as of April 1 each year; closing date for applications for training beginning on "off-term" dates is announced by letter annually. For military internships, applications must be submitted not later than Dec. 1 Civilian interns are assigned to the hospital at which they have obtained an approved internship. Since the program is designed to cover the normal one-year internships, students who have accepted appointments to internships longer than 12 months are not favorably considered for this program.…”

Section: Air Forcementioning

confidence: 99%

See 4 more Smart Citations

MEDICAL EDUCATION in the UNITED STATES and CANADA

Turner¹

1957

JAMA

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Section: The Changing Dimensions Of Medical Science and Their Implicamentioning

confidence: 99%

Section: Need For Obiective Analysismentioning

confidence: 99%

Section: Status Of Interns and Residentsmentioning

confidence: 99%

Section: Status Of Interns and Residentsmentioning

confidence: 99%

Section: Air Forcementioning

confidence: 99%

See 3 more Smart Citations

MEDICAL EDUCATION in the UNITED STATES and CANADA

Turner¹

1957

JAMA

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Plea for Two-Year Mixed Internship for Family Physician and Specialist

Angrist¹

1960

JAMA

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Orienting medical students in the holistic approach through integrated teaching: Pediatrics and child psychiatry.

Myran¹,

Simon²

1959

American Journal of Orthopsychiatry

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NDER the value system! of "scientific medicine," the essential emphasis in medical education gel nerally has been on the organic, and on chemi cal aspects of illness and treatment. The basic sciences providing the body of knowledge required fo r an un;derstanding of diagnosis and the treatment of complaints tended rather exclusively to be biology and chemistry. Depart mentalization and specialization by organ systems was the system by which medical education and practice organized its knowledge and activity. Pediatrics stands out differetitly, however, as a specialization related to an age group classifi cation of p�tients rather than an organ or organ system classification. Psychiatry migllt conceivably be seen as a classification of ill ness based on an "affected" 0rgan or organ system, in this case, the mind. And it too is fu rther subdivid�d by an age group classification into child and adult psychiatry. Such fragmentation of the child-patient into a "pediatric case" or a "child psychiatry case" has tende� to parallel the system of departmentalized medical practice. The pediatrician is supposedly interested in the body and organic illness, with the child! psychiatrist interested in the mind and fu nc tional or behavior disorders . .psychiatrists and pediatricians generally have recognized the distortions in; understanding which this encouraged for all concerned, with losses in opportunities to be helpful to large numbers of dis turbed parents and children,! all of whom see their pediatricians regularly and bring all their complaints! to him. Efforts to bridge this gap are noted in many publications emphasizing the potential contributions of child psy chiatry to pediatric practice : ( 1, 2, 3, 4). Technique by which this may be accomplished is generally se�n either in a process of interreferral between pediatrician and child psychiatrist, or in the coordinated work of pediatrician and child psychiatrist within : the same setting (5, 6, 7).

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Lasting Values in Medical Education

Cited by 4 publications

References 0 publications

MEDICAL EDUCATION in the UNITED STATES and CANADA

MEDICAL EDUCATION in the UNITED STATES and CANADA

Plea for Two-Year Mixed Internship for Family Physician and Specialist

Orienting medical students in the holistic approach through integrated teaching: Pediatrics and child psychiatry.

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