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Structure and Ideology in Medical Education: An Analysis of Resistance to Change
Samuel W. Bloom
Journal of Health and Social Behavior
Vol. 29, No. 4, Theme: Continuities in the Sociology of Medical Education (Dec., 1988), pp. 294-306
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/2136864
Page Count: 13
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Despite a half century of radical changes in medical practice, the teaching/learning experience of medical students has remained remarkably similar. At the same time, medical educators have frequently instituted curricular reforms. To analyze this history of reform without change, this paper first establishes what the content and the structure of medical education in the United States are, and how they came to be that way. Then it traces a process whereby the scientific mission of academic medicine has crowded out its social responsibility to train for society's most basic health care delivery needs. The main argument is that medical education's manifest humanistic mission is little more than a screen for the research mission which is the major concern of the institution's social structure.
Journal of Health and Social Behavior © 1988 American Sociological Association