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John G. Clarkson, MD

Arch Ophthalmol. 2007;125(9):1272-1274.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

Nearly 100 years ago Abraham Flexner visited all 155 medical schools in North America to evaluate medical education. Flexner found an inadequate admission process and lack of standardized curriculum resulting in an overproduction of poorly qualified physicians.¹ The implementation of Flexner's recommendations led to an improved quality of training and more highly qualified applicants. In the latter part of the 20th century, other innovations, such as the organ-based system of instruction and problem-based learning, resulted in continued improvement in medical education and arguably the world's best-trained physicians.²

In the first decade of the 21st century, medical education faces different but no less daunting challenges. The Institute of Medicine Report "To Err is Human"³ estimated that from 44 000 to 98 000 deaths occur annually because of preventable medical error and identified improved patient safety as a primary goal. The report included recommendations that subsequently have been . . . [Full Text of this Article]

PATIENT SAFETY


THE AVIATION MODEL

THE HEALTH CARE WORKFORCE

OUR AGING POPULATION

RECOMMENDATIONS FOR MEDICAL EDUCATION

AUTHOR INFORMATION