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EDWARD P. CAWLEY, MD; PEYTON E. WEARY, MD

Arch Dermatol. 1966;93(5):503-506.

	Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings.

MY COMMENTS during the next few moments may have the flavor of a cookbook approach to the teaching of dermatology. They are intended, however, only as a limited and partial review of undergraduate teaching of dermatology—with frequent philosophical interpolations—in the University of Virginia School of Medicine. Despite liberal use of the first person for the sake of convenience, my comments represent the thinking of both my colleague, Dr. Peyton E. Weary, and myself. I have arbitrarily selected the following elementary topics for consideration: The time factor, the actual teaching, and the stimulation of students.

The Time Factor

Time in the Medical School Curriculum.

I am not acquainted with an open sesame which makes adequate undergraduate teaching time available to dermatology. It seems that in most instances the time has to be earned, but a skillfull blend of gentle bullying and dogged persistence may help. In general, administrations seem more . . . [Full Text PDF of this Article]

Author Affiliations
CHARLOTTESVILLE, VA

From the Department of Dermatology, University of Virginia School of Medicine, Charlottesville, Va.

Footnotes
Read before the Second Conference on Undergraduate Teaching in Dermatology of the Association of Professors of Dermatology, Chicago, April 30-May 2, 1965.

Reprint requests to Department of Dermatology, University of Virginia School of Medicine, Charlottesville, Va 22903 (Dr. Cawley).

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