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Previous Volume 356:858-866 February 22, 2007 Number 8 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.

	Full Text PDF PDA Full Text Purchase this article Editorial by Irby, D. M. Letters Add to Personal Archive Add to Citation Manager Notify a Friend E-mail When Cited E-mail When Letters Appear PubMed Citation

If the ultimate purpose of medical education — to meet the health needs of society — is to be achieved, the primary goal of undergraduate medical education should be to produce students who are broadly skilled in the core competencies that transcend all disciplines of medicine.^1,2 The challenge is how to accomplish this goal in a clinical learning environment fragmented by increasing specialization and demands for clinical productivity and constrained by a prevailing culture in which education must compete with research and clinical practice for medical school resources.³

As compared with the dramatic changes that have occurred in biomedical science . . . [Full Text of this Article]

Educational Continuity

Continuity of Care

Continuity of Curriculum

Continuity of Supervision

Barriers to Educational Continuity

New Models of Clinical Clerkships

Conclusions

Source Information

From Cambridge Hospital, Cambridge, MA (D.A.H., B.O.); Harvard Medical School Boston (D.A.H., B.O., G.E.T., M.C.); and the Veterans Health Administration, Washington, DC (M.C.).

Related Letters:

Continuity in Clinical Education
Leeman C. P., Noimark D. J., Meeran K.
Extract | Full Text | PDF  
N Engl J Med 2007; 356:2650, Jun 21, 2007. Correspondence

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