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J. Willis Hurst, MD, MACP

Arch Intern Med. 2004;164:1605-1608.

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

INTRODUCTION

In ancient Greece, a group of traveling "wise men,'' known as sophists, lectured on a large variety of subjects. Their presentations were spectacular and highly influential because they spoke beautifully.¹ Socrates, on the other hand, tried to develop the minds of young people by asking a series of carefully conceived questions; he taught his students to think.¹ Socrates considered the sophists to be poor teachers, and they believed that he was a dangerous eccentric. Socrates continued his efforts, which eventually led to his death. The debate continues. Which method of teaching is the best? This article, which is admittedly biased, addresses this serious question.

THE PRINCIPAL GOAL OF AN INSTITUTION OF HIGHER LEARNING

Students go to an institution of higher learning expecting to be taught. If the students are fortunate, excellent true teachers will gradually shift the responsibility for learning back to them. Unfortunately, however, the brains of many students have already been . . . [Full Text of this Article]

THE PAST

THE PRESENT

TRUE TEACHING

LECTURES

CLINICAL TEACHINGS

COMMENTS ABOUT TEACHING HOSPITALS

SUMMARY

From the Division of Cardiology, Department of Medicine, Emory University School of Medicine, Atlanta, Ga. The author has no relevant financial interest in this article.

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