I would agree that the landscape has changed greatly. Back when I was a trainee last century, you had to know the facts, cuz there was no google in your pocket. And it takes years to learn those facts. It certainly took me beyond the time of Med school itself to be able to put the facts assimilation and critical thinkin…
I would agree that the landscape has changed greatly. Back when I was a trainee last century, you had to know the facts, cuz there was no google in your pocket. And it takes years to learn those facts. It certainly took me beyond the time of Med school itself to be able to put the facts assimilation and critical thinking bits together.
And he’s right. Btw google and AI, all the facts and differential diagnoses lists one could ever want for any given clinical presentation can be had instantly, and far better and far more quickly than any mere mortal can regurgitate.
So I would agree that modern day Med education should integrate the instant availability of rote lists, and perhaps emphasize the aspects of critical thinking and clinical judgment more.
That said, I think it’s quite a stretch to suggest that the absence of improvement in “life expectancy” can and should be laid at the feet of medical education. That is the mother of multi-causal endpoints for which the “best possible hypothetical Med education system” will only have fairly negligible net outcome effects. However, i do agree that, if we are to “change” med education, we absolutely should measure the effects of any such change on outcomes (to show that the newer thing is “better” by some metric, rather than changing for the sake of change).
Interesting piece.
I would agree that the landscape has changed greatly. Back when I was a trainee last century, you had to know the facts, cuz there was no google in your pocket. And it takes years to learn those facts. It certainly took me beyond the time of Med school itself to be able to put the facts assimilation and critical thinking bits together.
And he’s right. Btw google and AI, all the facts and differential diagnoses lists one could ever want for any given clinical presentation can be had instantly, and far better and far more quickly than any mere mortal can regurgitate.
So I would agree that modern day Med education should integrate the instant availability of rote lists, and perhaps emphasize the aspects of critical thinking and clinical judgment more.
That said, I think it’s quite a stretch to suggest that the absence of improvement in “life expectancy” can and should be laid at the feet of medical education. That is the mother of multi-causal endpoints for which the “best possible hypothetical Med education system” will only have fairly negligible net outcome effects. However, i do agree that, if we are to “change” med education, we absolutely should measure the effects of any such change on outcomes (to show that the newer thing is “better” by some metric, rather than changing for the sake of change).