RT Book, Section
A1 Lechner, Andrew J.
A1 Matuschak, George M.
A1 Brink, David S.
SR Print(0)
ID 1120130595
T1 Preface
T2 Respiratory: An Integrated Approach to Disease
YR 2012
FD 2012
PB McGraw-Hill Education
PP New York, NY
SN 9780071635011
LK accessmedicine.mhmedical.com/content.aspx?aid=1120130595
RD 2024/04/23
AB In  the  fall  of  1994,  Saint  Louis  University  (SLU)  School  of  Medicine  was  visited  by  the  Liaison  Committee  for  Medical  Education  (LCME)  for  its  routine  reaccreditation  of  our  medical  curriculum.  Remarkably,  SLU's  entire  second-year  medical  class  had  recently  passed  Step  1  of  the  United  States  Medical  Licensure  Exam  (USMLE)  boards  on  their  first  attempts  the  preceding  summer.  Such  an  outcome  can  powerfully  reinforce  the  status  quo:  If  it's  not  broken,  why  fix  it?  Despite  that  auspicious  showing,  we  were  confronted  by  the  LCME  criticism  that  our  traditional  discipline-based  curriculum  must  be  redesigned  so  that  it  would  be  governed  by  a  cross-disciplinary  committee  of  practicing  physicians.  The  LCME's  operational  hypothesis  seemed  to  be  that  such  top-down  management  would  free  curricular  content  from  the  pedagogical  constraints  exerted  by  powerful  academic  departments  in  charge  of  individual  courses  like  biochemistry,  physiology,  pathology,  and  medicine.  We  soon  learned  that  other  medical  schools  were  hearing  this  same  message.