Perspective: “How to Fix the Premedical Curriculum” Revisited
Indiana University, Indianapolis, Indiana, USA.Academic medicine: journal of the Association of American Medical Colleges (Impact Factor: 2.93). 01/2009; 83(12):1158-61. DOI: 10.1097/ACM.0b013e31818c6515
The authors celebrate the 30th anniversary of Lewis Thomas's provocative essay, "How to Fix the Premedical Curriculum," by reexamining its three central themes: the influence of medical schools on undergraduate education, the selection of students for admission to medical school, and a radical proposed reform of premedical education. At issue are fundamental questions concerning the relationship between the liberal arts and medical education--questions that are no less vital today than when Thomas first posed them: What is the purpose of undergraduate education? How closely aligned are the undergraduate and graduate phases of medical education? What do future physicians need to know that is not taught in medical school? Thomas reminds us that the undergraduate curriculum is no less vital to the future of medicine than medical school itself, and that premature specialization does not serve the best interests of future physicians or patients. Instead of treating premedical education as a mere prelude to medical school, we should encourage undergraduates to take full advantage of their college years as an opportunity to develop as human beings.
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ABSTRACT: Topologies comparison of a 1 GHz quadrature voltage controlled oscillator, VCO, based on simulation results is presented. VCO circuits are simulated using 0.25 micron CMOS process from 2.5 V supply. The comparison is introduced from two different perspectives: constant VCO DC power and constant output swing. The main differences between different topologies seeking same targeted VCO specifications are shown.Circuits and Systems, 2002. MWSCAS-2002. The 2002 45th Midwest Symposium on; 09/2002
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ABSTRACT: The percentage of hospitals that are physician led has been steadily declining and now stands at or near an all-time low. What price do the health care system and the people it serves pay for this decline in physician leadership? What might health care look like if medical educators devoted more time and attention to developing future physicians as organizational leaders? What changes would medical schools need to make to prepare medical students to play such a role? What advantages might accrue for patients, communities, and physicians themselves if more hospitals were physician led? Because hospitals are a vital resource in caring for the sick, promoting health, and addressing the challenges facing the U.S. health care system, it is now more important than ever before to explore how medical education can complement its traditional focus on the molecular, cellular, and organismal levels of health and disease with insight into the organizational dimensions of patient care. The authors believe the time is ripe to rethink medical education's role in preparing tomorrow's physicians as leaders.Academic medicine: journal of the Association of American Medical Colleges 10/2009; 84(10):1348-51. DOI:10.1097/ACM.0b013e3181b6eb42 · 2.93 Impact Factor
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