Curriculum reform: has it missed its mark?

An observational study of clinical teaching analyses the extent to which curriculum reforms have addressed objectives for medical education defined by community expectations. It is concluded that curriculum reforms in the school studied have resulted in a heightened awareness of patient-centred, socially responsive medical care but have failed to provide sufficient opportunities to translate that awareness into practice. Consolidation and internalization of professional skills in the non-technical aspects of medical care will require the provision of more effective clinical experiences outside the confines of tertiary care teaching hospitals.