Abstract
What is a ‘medical education’ and is this the best generic descriptor for the practices that support the learning of medicine? Ludmerer (1999, p. 311) points out that in 1988 the Association of American Medical Colleges (AAMC) ‘abandoned its learner-centered outlook for a faculty-centered outlook,’ and re-defined its mission—from ‘the advance of medical education and the nation’s health’ to ‘the advancement of academic medicine and the nation’s health.’ In 1989, the Journal of Medical Education was re-named Academic Medicine. Medical education had become subsumed in a wider interest, or, more specifically, the practice and scholarship of teaching was formally subordinated to academic research interests, albeit in educational issues. The clinic and its various practical pedagogies were subsumed in the university and its academic pedagogies.
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© 2011 Springer Science+Business Media B.V.
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Bleakley, A., Bligh, J., Browne, J. (2011). Beyond Practical Reasoning. In: Medical Education for the Future. Advances in Medical Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9692-0_2
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DOI: https://doi.org/10.1007/978-90-481-9692-0_2
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