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Not Just an Issue of Work Hours

John A. Weigelt, MD
Milwaukee, Wis

Arch Surg. 2003;138:1027-1028.

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

SURGICAL TRAINING programs are in the doldrums. Like it or not, "see one, do one, teach one" is no longer acceptable as a tenet of medical learning. We are not alone in this medical education conundrum. As surgeons, however, we do seem to be seeking our salvation in a unique process. Our process looks more like a labor dispute than a serious evaluation of our educational model.¹

Yes, medical education is changing, but why must we concentrate on the work-hour issue? Maybe our future would be best served if we began to focus on learning. We, the faculty associated with every training program in the country, are responsible for the education of our replacements. Many of us in this role have had it fairly easy. We train, join a faculty, practice surgery, and somewhere along the way we are transformed into teachers. A minority of us . . . [Full Text of this Article]

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ABSTRACT | FULL TEXT