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Previous Volume 334:184-185 January 18, 1996 Number 3 Next

	Since this article has no abstract, we have provided an extract of the first 100 words of the full text and any section headings.

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For decades, teaching has been the Cinderella of academic medicine. As a stepchild, it has garnered little respect in comparison with that accorded its sister tasks of research and patient care. In recent years, as full-time academic physicians have been given a fourth major responsibility — namely, the management of resources by more direct and intensive involvement in patient care — teaching duties have not accumulated much more esteem.

New pressures are adding to the burdens of full-time faculty members. They are asked to teach far from the hospital wards in less convenient settings and to develop and teach courses . . . [Full Text of this Article]

References

This article has been cited by other articles:

• Ignagni, K., Woll, D. R., Mischler, N. E., Temianka, D., Snyder, S., Creticos, A. P., Kassirer, J. P. (1997). Putting Patients First?. NEJM 337: 1084-1086 [Full Text]  
• Korn, D., Jones, R. F., Shea, S., Nickerson, K. G., Weisfeldt, M. L. (1996). More on Compensation for Teaching. NEJM 335: 1537-1538 [Full Text]