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Edited by Helen Hofer Gee and Robert J. Glaser. Price, $3, clothbound; $2, paperbound. Pp. 262, with many graphs and charts. Association of American Medical Colleges, 2530 Ridge Ave., Evanston, Ill., 1958.

William B. Bean, M.D., Reviewer

Arch Intern Med. 1960;106(1):151-152.

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

Professors of medicine and medical school deans have been exhibiting in increasing degree self-conscious awareness of the mechanics of their many activities and an apprehensiveness which seems to be part of the general feeling of our times. An uneasy need to discuss and analyze their own activities exhibits a severe form of introspection which is sometimes carried to the point of narcissism. Despite all the interest, the many writings, and the numerous studies, nowhere has there been an experiment in medical pedagogy which permits one to decide whether this or that form of teaching, this variety of curriculum or some specific alteration of traditional approaches is better or worse than what has been done previously or is indifferent. Symptomatic of this more self-conscious interest in mechanisms of teaching have been a series of studies conducted under the auspices of the Association of American Medical Colleges in the forms of symposia, . . . [Full Text PDF of this Article]

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