DOCSLIB.ORG

History of Medical Education in New Orleans •• • from Its Birth to the Civil War •

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
History of Medical Education in New Orleans •• • from Its Birth to the Civil War • HISTORY OF MEDICAL EDUCATION IN NEW ORLEANS •• • FROM ITS BIRTH TO THE CIVIL WAR • ~ I By A. E. FOSSIER, M.D. NEW ORLEANS, LA. "UNIVERSITY OF LOUISIANA MEDICAL DEPARTME:-IT FROM THE PROS PECTUS , t86o- I86t ." REPRINTED FROM NEW SERIES, VOL. 6, NO. 4, PAGES 320-352, AND VOL. 6, NO. 5, PAGES 427- 447 ANNALS OF MEDICAL HISTORY PUBLISHED BY PAUL B. HOEBER, INC., NEW YORK HISTORY OF MEDICAL EDUCATION IN NEW ORLEANS FROM ITS BIRTH TO THE CIVIL WAR By A. E. FOSSIER, M.D. NEW ORLEANS, LA. PART I MEDICAL CoLLEGE OF LouiSIANA of Louisiana was published in the THOUGH in the early pe- French and English languages. It riod of the nineteenth cen­ read as follows: tury New Orleans was rapidly increasing in popula­ MEDICAL COLLEGE OF LOUISIANA PROSPECTUS tion and growing in commercial im­ Health is a primary and essential portance, and although it poS"Sessed source of human happiness. It increases a great hospital with unlimited clinical population; it cheers and sustains in­ facilities, and prided itself on the dustry; it gives birth and vigor to enter­ learning, culture and distinction of prise; it confers the power and infuses a large number of its physicians, it the spirit to prosecute study, and in was not until the year I 834 that the short, with the qualities that usually Medical College of Louisiana was attend it, it bestows on Society whatever organized. This was the first medical is connected with its highest interests, school in the Southwest. and whatever is necessary to the enjoy­ During the summer of that year ments of the comforts and refinements of a few English-speaking doctors of this life. city, realizing the need for a school Impressed in a good degree with the of medicine in this section of the truth, the great and good men of antiquity were wont admiringly to style medicine Union, decided on its establishment. "a divine art," and to hold its professors The first mention of their intention in the highest estimation as public was made in one of the dailies of the benefactors. Nor has time detracted time, the Bee of September 29, I 834, from the consequence of the profession, which made the following editorial or diminished the honors justly due to comment: its skillful and scientific practice. Indeed the influence of the science of medicine We are highly gratified to notice the establishment in this city of a medical is now universally felt and acknowledged college. The gentlemen who fill the chairs by the civilized nations of the earth, of professorship are men of skill and and attention is paid everywhere under experience, and we hope that we may public authority, in proportion to the not be thought invidious, when we point progress which each society has made out to Messrs. Hunt, Ingalls and Luzen­ in civilization, to whatever is calculated berg, with whom our acquaintance is to promote and preserve the public extended: The former two have been health. In this enlightened country partic­ officiating in a like capacity in similar ularly, we are happy and proud to say institutions, and the latter has estab­ that public anxiety has manifested itself lished a reputation of the highest degree to a considerable extent for the diffusion as a surgeon. of medical knowledge and that liberal In the same issue of that journal appropriations have been made by several the prospectus of the Medical College of the State Legislatures for the establish- [Compliments of the l\1atas Anniversary Fund and of the Orlean<> Purish Medical Society.] 2 HISTORY OF MEDICAL EoucATION IN NEw ORLEANS ment and support of Medical Schools arrest under scientific treatment, the and Colleges. diseases of which thousands are now But it cannot be denied that these victims. schools and colleges, however, creditable Nor will its effects end here. By remov­ to us considering their youth, are not ing the danger of death and the apprehen­ yet, in consequence of the rapid growth sion of disease, it will cause population of our population and vast extent of to increase, agriculture to yield additional territory over which that population is profits, trade and commerce to flourish spread, sufficient to answer the growing and the arts and science to advance wants of the country, and accordingly rapidly among us. In short, its operation we every day find prospectuses issuing will be to improve our national extra­ in various directions, in the name of ordinary advantages, to remove the honorable physicians ambitious to dis­ obstacles in the path of our prosperity, tinguish themselves in the public service and under proper exertions put New as teachers, inviting students of medicine Orleans in a short time on an equal to attend lectures at designated places footing in medical knowledge with New considered as affording facilities and York and Philadelphia. opportunities for the acquisition of medi­ In selecting New Orleans as a place cal knowledge. Of these Prospectuses for the location of their school, the under­ this is avowedly one. signed have been governed by the follow­ The undersigned practitioners in New ing among other reasons: Orleans convinced of the want of scientific r st. Because it is the largest and medical knowledge in this State and in most populous town in the South­ several of the adjoining States, and of west, and the most accessible to the non-existence of schools necessary Students. for the diffusion of that knowledge, 2nd. Because its hospitals, which will and aware too that an acquaintance be opened to the undersigned with the peculiar diseases which prevail for the purpose of instruction, are in this part of the Union, cannot be made the largest in the Southern and in Cincinnati and Philadelphia, but must Western States, so that Practical be obtained by the students at the bedside Med.icine and Surgery can be of the patient, and anxious to advance taught at the h~dside Q[_the the cause of science; and to disseminate ~ the only place for this rational principles so as to remove or alleviate human sufferings and to put 3rd. Because the study of anatomy an end to the murderous practice of can be prosecuted with more the empirical arts of selfish specu Ia tors advantages and at a cheaper rate on the ignorance of vulgar credulity, and here than in any other city of thereby to increase the happiness and the United States. prosperity of the country, have associated 4th. Because New Orleans is so healthy themselves together as a Faculty for the during eight months in the year, purpose of delivering Medical Lectures that students can remain in it in the city, under the name and style and study the different types of of the Medical College of Louisiana. diseases at different seasons. The establishment of this school in 5th. Because it is a Commercial town, the City of New Orleans, it is sufficiently and more surgical accidents occur obvious, must prove of the greatest to seamen than to any other benefit to the States of the Southwest class of individuals, and it is generally. It will tend to excite profes­ consequently the best field for sional emulation, to diffuse knowledge, the study of Surgery in the to expose ignorance, and to eradicate or Southwest. -._ - Annals of Medical History 3 6th. Because in consequence of its January, 1835, and will continue for great population, its .Hospitals are four months from that day. filled with patients, and Thomas Hunt, M.D. Professor of Anatomy 7th. Because as the undersigned pledge and Physiology themselves Students can get board John Harrison, M.D. Adjunct. at $25.00 p~r month. Chas. A. Luzenberg, M.D. Professor of The undersigned feel assured that the Principles and Practice of Surgery. these reasons will have their due weight J. Monroe Mackie, M.D. Secretary. Pro­ with the Public, and at the risk of being fessor of the Theory and Practice of charged with a little repetition will add Medicine. the following remarks: Thomas R. lngaHs, M.D. Professor of A Home Institution has already been Chemistry and Pharmacy. too long wanted among us. The expense Edwin B. Smith, M.D. Professor of Materia attending the acquisition of knowledge Medica. in schools at a distance from us has Augustus H. Cenas, M.D. Professor of heretofore closed the door of science Obstetrics and Diseases of Women and against the poor student and has caused Children. this part of the country to be overrun Demonstrations in Practical Anatomy with Quack Doctors, to the destruction will be given daily by the Adjunct Pro­ of human life. An institution like that we fessor of Anatomy and Physiology. are about to establish, which will bring Chemical Lectures will be delivered knowledge to our doors, impart instruc­ twice a week at the Charity I lospi tal. tion at the cheapest possible rate, and The Hospital will be open every day afford the opportunities of medical educa­ for the attendance of the Students. tion to all who may feel inclined to avail Thomas Hunt, M.D. -- themselves of them must lead to the Dean of the Faculty. advancement of Science and the rational Sept. 29 treatment of disease by regular bred New Orleans, September 25, I83-t· Physicians, and cannot fail, in whatever point of view it is considered, to obtain This unexpected announcement was the good wishes of every philanthropist the cause of quite a furore in the and friend of science. Besides, to the city. It was the principal topic of student of Medicine in the Southwest conversation. It provoked acrimonious it will recommend itself by this un­ answerable reason for a preference over discussions not only among members any similar institution at a distance; of the medical profession, but among it will enable him to study diseases and the educated public as wei!.
Load more

Recommended publications
  • Medical and Public Health Education Public Health Practice and Academic Medicine: Promising Partnerships Regional Medicine Public Health Education Centers—Two Cycles
    Medical and Public Health Education Public Health Practice and Academic Medicine: Promising Partnerships Regional Medicine Public Health Education Centers—Two Cycles Rika Maeshiro rrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrr The partnering of the academic medicine and public services in academic settings). Although not identi- health communities to improve the health of popula- cal to the Core Functions or Essential Services of public tions seems natural; however, collaboration between health, “education, research, and service” to improve the two groups has not been standard practice. This health appear to be shared objectives in the portfo- series of articles will highlight examples of what are lios of public health practice and academic medicine. hopefully a growing number of successful partnerships This month’s column will review recent collaborations between academic medicine and public health practice aimed at improving medical student education in pop- that are intended to improve health status. Readers are ulation health, focusing particularly on the establish- encouraged to contribute their experiences in public ment of Regional Medicine–Public Health Education health practice–academic medicine partnerships from Centers (RMPHECs). the perspectives of public health practitioners and/or Incorporating prevention- and population-based medical educators. health into the medical curriculum has been a challenge The Association of American Medical Colleges to US medical education for decades. Advocates for im- (AAMC) is a nonprofit association dedicated to improv- proving public health content in medical education be- ing the nation’s health by enhancing the effectiveness lieve that a better-informed physician workforce will of academic medicine. When the AAMC was founded respond more effectively to the needs of their patients, in 1876 to help reform medical education, the asso- their communities, and their public health colleagues, ciation represented only medical schools.
    [Show full text]
  • Achievement in Medical Education Program (AMEP) Office for Medical Educator Development (OMED)
    Achievement in Medical Education Program (AMEP) Office for Medical Educator Development (OMED) July 2015 Background Academic medical centers embrace the mission to develop future physicians, health-science research scientists, and other health-care professionals who are competent in clinical, research, and educational skills. These centers also have the unique opportunity to provide professional development opportunities towards excellence for faculty, residents, fellows, doctoral students, and post-doctoral scholars with a strong interest in the educational processes that assure these competencies. Through the Achievement in Medical Education Program (AMEP), UNMSOM educators receive professional development and achieve recognition that demonstrates, encourages, and values excellence in teaching across all elements of basic science and clinical education within the School of Medicine. Participants actively engage in learning, applying knowledge, developing skills, reflecting on the process, and developing an action plan for ongoing personal and professional growth as educators. The program includes both Foundational and Advanced pathways: The Foundational pathway contributes toward achievement of basic educator skill (further demonstrated in teaching opportunities). This pathway is expected for SOM faculty (tenure-track basic science and clinician faculty including clinician educators and lecturers, but not research- track faculty) as a requirement to demonstrate competence for their first promotion (note that some faculty need to demonstrate
    [Show full text]
  • Teaching Philosophy Statement Example - Medical School
    www.arrs.org/uploadedFiles/ARRS/.../TeachingPhilosophies.doc Teaching Philosophy Statement Example - Medical School My role as an educator in graduate medical education has much in common with my hobby of raising orchids. I dabbled in both until greater “collections” befell me-- in one case, several dozen orchid plants bequeathed by an acquaintance, in the other, the opportunity to direct the residency program in Rehabilitation Medicine. Raising orchids means having the right media, creating the right growing conditions for individual plants, and vigilance against weeds and slugs. I keep records and set goals and evaluate my collection. There are many parallels in teaching and evaluating residents and in the administration of a residency training program. Resident physicians have many demands on their time. I believe they will devote more energy to the learning process if they can see the benefits of devoting time to what I have to teach. In every encounter with a resident, I try to model inquisitiveness, politeness, team management, analytical thinking, and current knowledge. I set the stage for a collegial learning setting, and demonstrate the underlying structure I use to make decisions. As I probe learner knowledge, I allow a healthy level of anxiety into the situation by asking questions and letting my resident struggle a bit for the answer--they have to make a commitment. Then I want to know what process was used to arrive at the answer. Did they use the literature, clinical experience, or ritual? Are they connecting their fund of knowledge with the clinical database? My goals in teaching are not limited to the knowledge domain.
    [Show full text]
  • Philosophy of Medical Education
    Original Article Philosophy of medical education HOSSAIN RONAGHY University of California San Diego, USA Introduction: Education is defined as an art with scientific principle. It is Corresponding author: described as a form of learning by which knowledge, skills and attitudes of an Hossain Ronaghy, age group are transferred from one generation to the next through teaching, Address: The Department training, research and practice. of Medicine, University of California San Diego (UCSD) Method: This is a historical review about the philosophy of medical education Email: [email protected] and its changes during the time. Results: It is unfortunate that many developing countries follow the US system rather than those with public financing pattern. Indeed, these systems are “disease care” and not “healthcare” and are mainly motivated by profit. Conclusion: The educational planners in medical schools must design a Please cite this paper as: Ronaghy H. Philosophy of curricula for students and residents to acquire a crucial set of professional values Medical Education. J. Adv and qualities, by which the willingness to put the needs of the patient and society Med&Prof. 2013;1(2):43-45. first. Keywords: Education, Medical education, Philosophy Introduction after the old physician died (2). ducation is defined as an art with scientific Medicine used to be an art for thousands of years. Eprinciple. It is described as a form of learning The effective and successful practitioners were by which knowledge, skills and attitudes of an age those who were most familiar with the psychology group are transferred from one generation to the next of their patients.
    [Show full text]
  • University of Washington School of Medicine Essential Requirements
    University of Washington School of Medicine Essential Requirements of Medical Education: Admission, Retention, Promotion, and Graduation Standards Introduction Note: Throughout the document, “student” refers to the applicant and medical student. The University of Washington School of Medicine has the responsibility to the public to assure that its graduates can become fully competent physicians, capable of fulfilling the Hippocratic duty "to benefit and do no harm.” Thus, it is important that persons admitted possess the intelligence, integrity, compassion, humanitarian concern, and physical and emotional capacity necessary to practice medicine. As an accredited medical school, the University of Washington School of Medicine adheres to the accreditation standards promulgated by the Liaison Committee on Medical Education in “Functions and Structure of a Medical School.” As part of the University of Washington, the School of Medicine is committed to the principle of equal opportunity. The school prohibits discrimination or harassment against a member of the University community because of race, color, creed, religion, national origin, citizenship, sex, pregnancy, age, marital status, sexual orientation, gender identity or expression, genetic information, disability, veteran status, socioeconomic status, political beliefs or affiliations, and geographic region; and the use of grading or other forms of assessment in a punitive manner. See Executive Order 31, https://u.washington.edu/rules/policies/PO/EO31.html. The University of Washington School of Medicine recognizes the MD degree as a broad undifferentiated degree requiring the acquisition of general knowledge, attitudes, and basic skills necessary to care for a wide variety of patients. The education of a physician requires assimilation of knowledge, acquisition of skills, and development of judgment through patient care experience in preparation for independent and appropriate decisions required in practice.
    [Show full text]
  • Sexual Health in Undergraduate Medical Education: Existing and Future Needs and Platforms
    INTERNATIONAL CONSULTATION ON SEXUAL MEDICINE REPORTS Sexual Health in Undergraduate Medical Education: Existing and Future Needs and Platforms Alan W. Shindel, MD,1 Abdulaziz Baazeem, MD,2 Ian Eardley, MA, MChir, FRCS (Urol), FEBU, FECSM,3 and Eli Coleman, PhD4 ABSTRACT Introduction: This article explores the evolution and current delivery of undergraduate medical education in human sexuality. Aim: To make recommendations regarding future educational needs, principles of curricular development, and how the International Society for Sexual Medicine (ISSM) should address the need to enhance and promote human sexuality education around the world. Methods: The existing literature was reviewed for sexuality education, curriculum development, learning strategies, educational formats, evaluation of programs, evaluation of students, and faculty development. Main Outcome Measures: The prevailing theme of most publications in this vein is that sexuality education in undergraduate medical education is currently not adequate to prepare students for future practice. Results: We identified components of the principles of attitudes, knowledge, and skills that should be contained in a comprehensive curriculum for undergraduate medical education in human sexuality. Management of sexual dysfunction; lesbian, gay, bisexual, and transgender health care; sexuality across genders and lifespan; under- standing of non-normative sexual practices; sexually transmitted infections and HIV, contraception; abortion; sexual coercion and violence; and legal aspects
    [Show full text]
  • Medical Education Innovation Challenge
    AMERICAN MEDICAL ASSOCIATION MEDICAL EDUCATION INNOVATION CHALLENGE 2016 TEAM PROPOSALS What does the medical school of the future look like to you? Launched as an extension of the American Medical Association’s “Accelerating Change in Medical Education” initiative, our first-ever AMA Medical Education Innovation Challenge asked medical students and students of other health professions across the country to answer this very question. The response was enthusiastic and enlightening. We received nearly 150 submissions from student teams (comprised of two to four students each) and were impressed with the ingenuity and originality with which each team tackled this question. The challenge dared students to “turn MedEd on its head” and think differently about their education. Creative, forward-thinking and bold, the innovations submitted not only reinforced our confidence in tomorrow’s physicians, but they also made for a difficult decision-making process when it came to determining winners. The AMA is very pleased to award one first-place prize ($5,000), one second- place prize ($3,000) and two third-place prizes ($1,000). In addition, we recognized 26 proposals with an honorable mention (noted throughout this book). Following the challenge, we asked each team to synthesize the high- lights of its innovation in an abstract, 113 of which you will find captured in the following pages. As you read through these abstracts, we hope you will recognize, as we did, the passion and unique perspective each student team brought to answering our question. And just as we did, we hope you will appreciate the enthusiasm and see the promise in our next generation of physicians who are giving their voices to help transform the future of medical education in this country.
    [Show full text]
  • Applying Adult Learning Theory to Improve Medical Education Donald Christopher Koons
    University of Connecticut OpenCommons@UConn UCHC Graduate School Masters Theses 2003 - University of Connecticut Health Center Graduate 2010 School June 2004 Applying Adult Learning Theory to Improve Medical Education Donald Christopher Koons Follow this and additional works at: https://opencommons.uconn.edu/uchcgs_masters Recommended Citation Koons, Donald Christopher, "Applying Adult Learning Theory to Improve Medical Education" (2004). UCHC Graduate School Masters Theses 2003 - 2010. 51. https://opencommons.uconn.edu/uchcgs_masters/51 APPLYING ADULT LEARNING THEORY TO IMPROVE MEDICAL EDUCATION Donald Christopher Koons B.A., University of Virginia, 2001 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Public Health at the University of Connecticut 2004 APPROVAL PAGE Master of Public Health Thesis APPLYING ADULT LEARNING THEORY TO IMPROVE MEDICAL EDUCATION Presented by Donald Christopher Koons, B.A. Major Advisor Associate Advisor Thomas J. Van Hoof Associate Advisor University of Connecticut 2004 Acknowledgements I consider this opportunity for study to be a gift and a blessing. I am extremely grateful to Dr. David Gregorio and Ms. Joan Segal for affording me flexibility and an opportunity to immerse myself in the study of public health. I am indebted to Dr. Tom Van Hoof not only for his unbridled and contagious enthusiasm for scholarship, but also for his contribution to my personal and professional life as a mentor. Thanks also to Ms. Judy Lewis for the gift of her experience in education. I especially thank Dr. Robert McCombs and the administration of Eastern Virginia Medical School for encouraging me to pursue an unorthodox yet vital path on my journey toward becoming a physician.
    [Show full text]
  • Adult Learning Theories and Medical Education: a Review
    Review Article Adult learning theories and medical education: a review Jürgen Abela Abstract Introduction Adult learning theories describe ways in which adults In the past, there has been an assumption that if a person assimilate knowledge, skills and attitudes. One popular theory knows very well the subject, then, he will be able to teach it. is andragogy. This is analysed in detail in this review. The However the complexity involved in practising medicine must importance of extrinsic motivation and reflective practice in be tackled with appropriate educational strategies in the training adult learning is highlighted, particularly since andragogy fails and education of undergraduate and postgraduate students. In to address adequately these issues. Transformative Learning fact, training teachers in educational techniques translates in is put forward as an alternative concept. Using the three better student learning outcomes.1 recognised domains of knowledge, skills and attitudes, ways of The aim of this review is to present and analyse andragogy in applying these theoretical concepts in medical education are the broader context of adult learning theories. Ways on how to subsequently discussed. apply educational theories will be put forward, with the ultimate aim being to foster medical competence. Adult learning theories Given that in the medical context most education involves adults, it is logical to focus on adult learning theories. There are many adult learning theories, which can be grouped into five main classes. These include Instrumental learning, self-directed learning, experiential learning, perspective transformation and situated cognition.2 Of these, self-directed learning particularly focuses on the individual learner as primary focus.
    [Show full text]
  • Learner-Centered Education from Pedagogy to Andragogy (Making Your Conferences & Rotations a Learning [Not Teaching] Experience.)
    Faculty Development Showcase Week: Engaging Students (Wednesday – February 26, 2014) Learner-centered Education from Pedagogy to Andragogy (Making your conferences & rotations a learning [not teaching] experience.) Lawrence Loo, MD Assistant Dean for Continuing Medical Education Professor - Department of Medicine, SM Tamara Thomas, MD Vice-Dean for Academic Affairs Professor - Department of Emergency Medicine, SM CME Disclosures “All Relevant Financial Relationships” NONE “Commercial Interest” is defined by the ACCME (www.accme.org) as “any entity producing, marketing, re-selling or distributing health care goods or services consumed by or used on patients.” Example: A Teaching Experience Educational Objectives: (1) Understand key principles and assumptions of Adult Learning. (2) Compare and contrast key characteristics of learner-centered (Andragogy) and teacher- centered (Pedagogy) education. (3) Illustrate and practice educational approaches for adult learners. “Think-pair-share” Exercise After looking at the following two movie clips of 4th graders learning, turn to a neighbor and discuss (for 1-2 minutes): Compare and contrast the teaching styles? What’s the same? What’s different? Which classroom would you rather be in? Why? 7 Teaching 4th Graders Social Studies Teaching 4th Graders Reading “Think-pair-share” Exercise After looking at the following two movie clips of 4th graders learning, turn to a neighbor and discuss (for 1-2 minutes): Compare and contrast the teaching styles? What’s the same? What’s different? Which classroom would you rather be in? Why? 10 The “Continuum” of Medical Education UME GME CME Medical Rest of Residency School Career 4 Years ~4 (3-7) Years 30-40+ Years 6 General Competencies Patient Care Medical Knowledge Interpersonal Communication Professionalism Practice-base Learning Systems-based Practice “Health professionals for a new century: transforming education to strengthen health systems in an interdependent world.” (Frenk J, et al.
    [Show full text]
  • Effective Use of Educational Technology in Medical Education
    Effective Use of Educational Technology in Medical Education Colloquium on Educational Technology: Recommendations and Guidelines for Medical Educators AAMC Institute for Improving Medical Education March 2007 Case Study 1 A biochemistry course director receives a grant to develop a Web site for teaching first-year medical students in metabolic pathways. To better understand typical student perception and performance, he holds a student feedback session and analyzes pre-test scores. Before selecting a technical approach, he consults other basic scientists and clinicians to ensure that the educational objectives are relevant, well-organized, and integral to other elements of the curriculum. A professional educator with technology expertise is consulted to carefully analyze the objectives and suggest an appropriate instructional strategy. The decision is made that use of the Web site will be mandatory for all students enrolled in the course. The instructor apportions content into topic-based chapters organized around patient cases, which are designed to focus learner attention and integrate various concepts. Each chapter begins with a description of the learning objectives and a brief tutorial to stimulate recall of relevant prerequisite information. The material is presented through interactive animation using Mayer’s ten principles of effective multimedia. Learners are occasionally given advice and tips for learning particularly difficult concepts. Each chapter ends with a succinct summary and practice problems. The last section of the Web site offers a sample exam with multiple-choice questions derived from each of the learning objectives. Learners are provided individualized feedback based on their performance. The instructor provides appropriate basic science and clinical faculty with links to the Web site and helps them understand how they can use relevant content.
    [Show full text]
  • A Historical Perspective of Medical Education
    www.jeseh.net A Historical Perspective of Medical Education Huseyin Balcioglu1, Ugur Bilge2, Ilhami Unluoglu2 1Şahintepesi Evler Family Health Center 2Eskişehir Osmangazi University To cite this article: Balcioglu, H., Bilge, U., & Unluoglu, I. (2015). A historical perspective of medical education. Journal of Education in Science, Environment and Health (JESEH), 1(2), 111- 114. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. Journal of Education in Science, Environment and Health Volume 1, Issue 2, 2015 ISSN: 2149-214X A Historical Perspective of Medical Education Huseyin Balcioglu1*, Ugur Bilge2, Ilhami Unluoglu2 1Şahintepesi Family Health Center, 2Eskişehir Osmangazi University Abstract Even though there are significant developments in recent years in medical education, physicians are still needed reform and innovation in order to prepare the information society. The spots in the forefront of medical education in recent years; holistic approach in all processes, including health education, evidence-based medicine and professionalism. Medical education; undergraduate, postgraduate and continuing medical education covering the period varies from country to country for the duration of this period. Increasing day pursuing the importance of medical education and student-centered education and is spread across the country as well as in blended learning model that includes educational centered education.
    [Show full text]