Training physicians to be doctors--teachers and healers, problem-solvers and decision-makers

Area of Science:

• Medical Education
• Physician Training
• Curriculum Reform

Background:

• Historical shift in American medical training from mentorship to an impersonal, mass-production model over 200 years.
• Current medical education emphasizes basic science and rote memorization, potentially diminishing the 'art of medicine'.
• Students are often overloaded with information, with limited retention and application in professional practice.

Observation:

• The current system leads to physicians with extensive knowledge but potentially lacking practical application skills.
• A historical perspective suggests a decline in the holistic development of physicians.
• There's a disconnect between theoretical knowledge acquisition and clinical problem-solving abilities.

Findings:

• Implementing recommendations from the General Professional Education of Physicians Report can improve medical training.
• Successful integration of these recommendations has been observed at the University of New Mexico School of Medicine.
• Key recommendations include interdepartmental goal coordination, reestablishing physician mentors, and adopting small-group, problem-based learning.

Implications:

• Admitting liberal arts graduates and recruiting faculty focused on teaching can enhance physician quality.
• Shifting to a clinically oriented, interactive approach fosters better application of medical knowledge.
• These changes aim to produce 'real doctors' who effectively apply knowledge in daily practice, improving patient care.