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By Louis N. Katz, M.D., Assistant Professor of Physiology, University of Chicago. Price, $5. Pp. 222, with 189 electrocardiograms. Philadelphia: Lea and Febiger, 1941.

Arch Intern Med. 1942;69(1):161.

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

Experiments in methods of clinical teaching are always interesting. In 1906 Dr. Richard C. Cabot, of Boston, published a volume "Case Teaching in Medicine." It was an effort to apply to medicine the case-teaching method used successfully in the Harvard Law School. The teacher could obtain a key list of the correct diagnosis for each case reported, so that he was always sure to be right, and the students could struggle over the Cabot records to their hearts' content, acquiring considerable agility in that form of mental gymnastics which has to do with the clinical management of paper patients.

This particular method of teaching met with a certain degree of favor for a time and was applied to other fields—pediatrics, neurology and obstetrics. On the whole, however, while the clinical-pathologic conference has survived from it, the patient in vivo has seemed better to study than the patient in vitro, and . . . [Full Text PDF of this Article]

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