Describes the development and expansion of medical curricula in Illinois to accommodate an increase in the number of graduates, to allow flexibility of entry and rate of progress, and to place the internship within the educational environment. (Author/PG)

Describes a course designed to provide the student with the necessary motor skills and attitudes to treat the actely ill. (HS)

Discusses the humanizing process of medical education and its implication in curriculum changes. (Author)

The author discusses the issues regarding the relationship between science training and the medical profession. (HS)

Discusses the pressures on premedical students and the necessity to increase the time and content flexibility of the medical curriculum to facilitate admission of students with diverse backgrounds. (Editor/PG)

Instead of compromising aspects of the curriculum to meet requirements of systematic experimental designs, the authors suggest development of representative curricular research. Such designs require the development of population validity, ecological validity, and referent generality. Examples are given from health-maintenance-organization-based…

The curriculum at the University of Washington places responsibility on the student in planning his education. Four entering classes elected a high number of credits in anatomy and pharmacology. A need for basic science courses is perceived by the medical student, and their voluntary election is bound to facilitate learning. (Editor/PG)

An oncology curriculum is described in which the responsibility for the education of the student in this discipline is placed on the instructor. (Editor)

Residency programs for primary practice are described with focus on: model practice goals, the setting, and scheduling; faculty, including some approaches for resolving the new "town-gown" dichotomy; and the two basic types of curricula (family medicine model and the more traditional internship experience). (JT)