NORMAN L. BROWSE Kt,MD, FRCS, FRCP
Professor of Surgery, Emeritus, University of London, UK
Honorary Consulting Surgeon, St Thomas’Hospital, London, UK
Formerly, Chairman, London University MBBS and MS Examiners
Formerly,Member of Court of Examiners, Royal College of Surgeons of England, UK
Formerly,Member of Council and Chairman of Examinations Committee and
Academic Board, Royal College of Surgeons of England, UK
Past President, Royal College of Surgeons of England, UK
JOHN BLACKMD, FRCS
Consultant Surgeon,Worcestershire Royal Hospital, UK
Member of Council, Royal College of Surgeons of England, UK
Examiner, Intercollegiate Board in General Surgery, UK
KEVIN G. BURNANDMS, FRCS, MBBS
Professor of Vascular Surgery and Chairman of the Academic Department of Surgery
and Anaesthesia in the Cardiovascular Divison of King’s College at the St Thomas’ Campus,
University of London, UK
Honorary Consultant Surgeon to Guy’s and St Thomas’ Foundation Trust, London, UK
WILLIAM E.G.THOMASMS, FRCS
Consultant Surgeon and Clinical Director, Sheffield Teaching Hospitals Trust
Member of Council, Royal College of Surgeons of England, UK
Formerly,Member of Court of Examiners, Royal College of Surgeons of England and
Panel of Examiners for the Intercollegiate Board in General Surgery, UK
Sponsored
I believe that the main object of basic medical education is to train the student to talk to and to examine a patient in such a way that he can discover the full history of the patient’s illness, elicit the abnormal physical signs, make a differential diagnosis and suggest likely methods of treatment. The object of further medical training is to amplify these capabilities in range and depth through practical experience and specialist training. It is surprising, but a fact, that some students present themselves for their qualifying examination unable to take a history or to conduct a physical examination in a way that is likely to detect all the abnormal symptoms and signs. Even more are unable to interpret and integrate the facts they do elicit. I think there are two reasons for these deficiencies. First, and most important, students do not spend enough time seeing patients and practising the art of history taking and clinical examination. It is essential for them to realize at the beginning of their training that the major part of medical education is an apprenticeship, an old but well-proven system whereby the apprentice watches and listens to someone more experienced than himself and then tries it himself under supervision. The second reason is the lack of books which describe how to examine a patient and explain how the presence or absence of particular symptoms and signs lead the clinician to the correct diagnosis.
LINK FREE: Linh google
(k)
ReplyDelete