Description
Book SynopsisThis historical and cultural analysis of premedical education in the United States is the crucial first step in questioning the appropriateness of continuing a hundred-year-old, empirically dubious pedagogical model for the twenty-first century.
Trade Review"As this provocative and timely volume documents, the science and math prerequisites for medical school admission triggered by Flexner's report have long since outlived their salience. What's worse, they are serving to dissuade countless students with precisely the backgrounds, temperament, and commitment we seek in our physicians from pursuing their dream." - Jordan J. Cohen, M.D., George Washington University and President Emeritus, Association of American Medical Colleges"
Table of ContentsPreface
Introduction
1. Who Drops Out of Premed, and Why?
2. The Historical Origins of Premedical Education in the United States, 1873– 1905
3. A National Standard for Premedical Education
4. Premedical Education and the Prediction of Professional Performance
5. Noncognitive Factors That Predict Professional Performance
6. Efforts to Increase the Diversity of the Medical Profession
7. Nontraditional Programs of Medical Education and Their Success in Training Qualified Physicians
8. Reassessing the Premedical Paradigm
9. Another Way to Structure Premedical Education
Notes
Index
