title: Educational programs in US medical schools.
abstract: Trends of the past few years indicate that the 1990s will be a time of intense activity in medical education reform. A number of areas described in this annual review of medical education are grounds for optimism, tempered, however, by caution. The applicant pool has been increasing rapidly over the past 2 years and has reached the levels of the early 1980s. The average proportion of women and some minorities also has been rising. While these are positive signs, efforts to ensure diversity in the student population should not be abandoned. The number of faculty members continues to rise, especially in the clinical disciplines. The increases, occurring in the context of stable medical student enrollments, raise questions about the various roles and responsibilities of medical school faculty. Many medical schools are in the process of curriculum review and revision; while these changes respond to identified problems, they may have implications for faculty and other resources. External financial support fueled previous waves of curriculum innovation, and some of these gains could not be maintained when that support was withdrawn. The revisions in the examinations of the NBME are being well received, and the single pathway to licensure through USMLE has been initiated. This system does, however, affect graduates' options for licensure. Finally, the increased interest in program evaluation, especially the definition of goals and the measurement of educational outcomes to assess their attainment, demonstrates that medical schools are serious about educational accountability. Some schools also are being asked to address externally imposed objectives, related specifically to specialty choice, creating a potential for conflict between the objectives that the medical school sets for itself and those mandated by its external constituencies. While this analysis may imply that medical education is now in a "good news/bad news" situation, the message is that planning and careful assessment of options are perhaps even more important today than they were in the past. Change has its costs and its implications, but it must nonetheless be undertaken.
authors.affiliation: Division of Undergraduate Medical Education, American Medical Association, Chicago, IL 60610.
authors.forename: H S
authors.initials: HS
authors.lastname: Jonas
authors.forename: S I
authors.initials: SI
authors.lastname: Etzel
authors.forename: B
authors.initials: B
authors.lastname: Barzansky
mesh_terms: D000068:Accreditation; D003479:Curriculum; D004501:Education, Medical / Q000458:organization & administration* / Q000592:standards; D004521:Educational Measurement; D005180:Faculty, Medical / Q000706:statistics & numerical data; D005260:Female; D006801:Humans; D008297:Male; D008913:Minority Groups / Q000706:statistics & numerical data; D010822:Physicians, Women / Q000706:statistics & numerical data; D012572:School Health Services; D012577:Schools, Medical / Q000458:organization & administration* / Q000592:standards; D013337:Students, Medical / Q000706:statistics & numerical data; D014481:United States; D000078329:Workforce