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EUGENE M. FARBER, MD

Arch Dermatol. 1966;93(5):539-541.

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

IN OUR DISCUSSIONS and presentations attention has been directed to the organization of undergraduate teaching programs through the learning experience, the role of the teacher in this experience, and the methods of evaluating students and teaching programs.

With this background, we find ourselves face to face with the modern medical curriculum. This period of graduate study is devoted to a scholarly approach to the medical sciences and an introduction to their clinical applications. Here we should teach a fusion of the scientist's power of analysis with the healer's art—a fusion that will develop and guide our students for the rest of their days as physicians.

Our meeting this weekend is timely because all over the country in medical schools there is a groundswell for change. Curricular changes have not kept pace with advances in knowledge within the various medical disciplines. The present curriculum in many teaching centers is under . . . [Full Text PDF of this Article]

Author Affiliations
PALO ALTO, CALIF

From the Department of Dermatology, Stanford University Medical School, Palo Alto, Calif.

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, Stanford University Medical School, Palo Alto, Calif 94304.

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