This book raises fundamental questions about the propriety of continuing to use a premedical curriculum developed more than a century ago to select students for training as future physicians for the twenty-first century. In it, Dr. Donald A. Barr examines the historical origins, evolution, and current state of premedical education in the United States. One hundred years ago, Abraham Flexner's report on Medical Education in the United States and Canada helped establish the modern paradigm of premedical and medical education. Barr's research finds the system of premedical education that evolved to be a poor predictor of subsequent clinical competency and professional excellence, while simultaneously discouraging many students from underrepresented minority groups or economically disadvantaged backgrounds from pursuing a career as a physician. Analyzing more than fifty years of research, Barr shows that many of the best prospects are not being admitted to medical schools, with long-term adverse consequences for the U.S. medical profession. The root of the problem, Barr argues, is the premedical curriculum -- which overemphasizes biology, chemistry, and physics by teaching them as separate, discrete subjects. In proposing a fundamental restructuring of premedical education, Barr makes the case for parallel tracks of undergraduate science education: one which would largely retain the current system; and a second that would integrate the life sciences in a problembased, collaborative learning pedagogy. Barr argues that the new, integrated curriculum will encourage greater educational and social diversity among premedical candidates without weakening educational quality. He includes an evaluative research framework to judge the outcome of such a restructured system.This historical and cultural analysis of premedical education in the United States is the crucial first step in questioning the appropriateness of continuing a hundredyearold, empirically dubious pedagogical model for the twentyfirst century.''As this provocative and timely volume documents, the science and math prerequisites for medical school admission triggered by Flexner's report have long since outlived their salience. What's worse, they are serving to dissuade countless students with precisely the backgrounds, temperament, and commitment we seek in our physicians from pursuing their dream.'' -- Jordan J. Cohen, M.D., George Washington University and President Emeritus, Association of American Medical Colleges
Preface Introduction 1. Who Drops Out of Premed, and Why? 2. The Historical Origins of Premedical Education in the United States, 1873 1905 3. A National Standard for Premedical Education 4. Premedical Education and the Prediction of Professional Performance 5. Noncognitive Factors That Predict Professional Performance 6. Efforts to Increase the Diversity of the Medical Profession 7. Nontraditional Programs of Medical Education and Their Success in Training Qualified Physicians 8. Reassessing the Premedical Paradigm 9. Another Way to Structure Premedical Education Notes Index
""Barr's is a multifaceted book, so a variety of disciplines will find various chapters useful to their goals. Teachers of education policy will find the sections on educational disparities and pedagogical innovation of great interest; while medical historians and medical humanities programs will enjoy the chapters on the history of and research on premedical education. Clinical Research training programs will find the last chapter useful as a case study in protocol articulation.""
