By William G. Rothstein
During this largely researched heritage of clinical faculties, William Rothstein, a number one historian of yankee medication, strains the formation of the scientific institution from its foundation as a resource of scientific lectures to its present prestige as a middle of undergraduate and graduate clinical schooling, biomedical study, and really expert sufferer care. utilizing quite a few old and sociological ideas, Rothstein adequately describes equipment of clinical schooling from one new release of medical professionals to the subsequent, illustrating the altering occupation paths in medication. even as, this research considers scientific colleges in the context of the nation of clinical perform, associations of treatment, and normal larger schooling. the main whole and thorough normal background of scientific schooling within the usa ever written, this paintings focuses either at the historic improvement of scientific colleges and their present prestige.
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Additional resources for American Medical Schools and the Practice of Medicine: A History
Their hectic lives indicate that they were willing to make real sacrifices to be teachers. No other parties interested in medical education were willing or able to influence the medical schools. The medical profession was poorly organized. State and local governments frequently subsidized medical education directly or indirectly, but they supported the policies of the faculty. 72 By the second quarter of the nineteenth century, enrollments in medical schools had increased so much that student fees provided rich rewards for faculty members.
Graduates of the school consulted with faculty members on difficult cases and medical students sought out faculty members as preceptors. Medical Care and Medical Education, 1750-1825 31 For these reasons, the number of medical schools soon increased. The 2 schools in operation on a degree-granting basis in 1780 increased to 4 in 1800 and 13 in 1820, with 10 of the 13 in New England, New York, or Philadelphia. Other medical schools operated briefly and failed. The larger number of schools turned out more graduates.
65 Hospital teaching had major pedagogical limitations. The student only listened and had no contact with the patient. Also, most hospital patients were convalescing from illnesses and offered little of interest to medical students. The few cases of interest did not warrant regular hospital visits by students. Medical school faculty members realized that hospital training was clearly inferior to apprenticeship training and did not make it a required part of medical education. The Curriculum The medical school curriculum was divided into scientific and clinical subjects.
American Medical Schools and the Practice of Medicine: A History by William G. Rothstein