[Does the endless increase in knowledge finally lead to a change in attitude? On the distinction between instruction and education in medicine].
In view of the overwhelming increase in our knowledge of the sciences, a call for desirable integration is being made from the practical standpoint. A change of attitude is being recommended to help the practitioner let his daily dealing with any one patient be less determined by general obligations and more by concrete necessities, thereby creating a balance with a firm hold on reality. An appropriate education should not be understood as bare instruction in established knowledge and abilities but requires above all real, practical training which also considers how we might deal thoughtfully with the fruits of our knowledge. This way of thinking cannot itself be taught as a subject of knowledge. A differentiation between education and instruction is suggested, questioning the tendency often uncritically to "force into line", thus allowing a value-determining new orientation. Psychotherapy--especially with the practical experience of relationships on which it is based--has to be aware of its specific function within the entire scope of human medicine and the importance of and dangers to this function are discussed.
Trenkel
A
A
D003479:Curriculum / Q000639:trends; D004501:Education, Medical / Q000639:trends*; D006801:Humans; D010819:Physician's Role; D010817:Physician-Patient Relations; D011613:Psychotherapy / Q000193:education*
Führt die unendliche Wissensvermehrung endlich zum Einstellungswandel? Zur Differenzierung von Unterricht und Ausbildung in der Heilkunde.