By Kenneth M. Ludmerer
In Let Me Heal, prize-winning writer Kenneth M. Ludmerer presents the first-ever account of the residency procedure for education medical professionals within the usa. He strains its improvement from its nineteenth-century roots via its present-day struggles to deal with new, bureaucratic work-hour rules for apartment officials and, extra vital, to maintain excellence in scientific education amid a hugely commercialized wellbeing and fitness care system.
Let Me Heal offers a hugely attractive, richly contextualized account of the residency approach in all its dimensions. It additionally brilliantly analyzes the mutual courting among residency schooling and sufferer care in the USA. The publication exhibits that the standard of residency education eventually will depend on the standard of sufferer care that citizens detect, yet that there's a lot that residency education can do to provide medical professionals who perform in a greater, more cost-effective fashion.
Let Me Heal is either a gorgeous paintings of scholarship and a hugely enticing account of ways one turns into a physician within the usa. it's necessary interpreting if you desire to comprehend what it capacity to benefit and perform drugs and what's had to make clinical schooling and sufferer care in the USA greater. The definitive paintings at the topic, it really is destined to turn into a vintage that might be consulted by way of readers a long way into the longer term.
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Additional info for Let Me Heal: The Opportunity to Preserve Excellence in American Medicine
Appointments as assistant residents were also for 12 months, but these appointments were renewable for an indefinite period. Most assistant residents were chosen from the Hopkins interns, but to prevent inbreeding, some were taken from other hospitals. Assistant residents supervised the clinical work of interns and less experienced assistant residents, and they received abundant opportunities for scientific work. A lucky few—“picked men,”28 as the faculty viewed them—were selected from the assistant residents to serve as chief residents, the crown jewel of the system.
They emphasized that the merits of an idea should be subjected to scrutiny quite aside from its source and that true critical thinking involved the willingness to make disturbing modifications, admit errors, and subject reasoning to open criticism. The result was a less authoritarian, more democratic learning environment, where the professor could be wrong and the views of house officers and students mattered. Lectures might summarize what was known, or thought to be known, but conferences, seminars, and rounds provided opportunities to discuss what was not known, to evaluate the evidence behind a certain assertion or clinical strategy, or to make sense of a situation when experts disagreed.
26 In the early years, 12 interns were appointed annually, with additional appointments as “externs” available as a consolation prize. 27 The Johns Hopkins residency program consisted of three classes of “house officer,” now the generic term for any member of the resident staff. At the lowest level were the interns, appointed directly out of medical school, who each served for a 12-month term, assuming responsibility for the moment-by-moment management of patients. Initially an intern spent four months on each of the clinical services, but soon the position changed to a “straight” internship of 12 months in one clinical department.