From Laennec to lobotomy: teaching medical history at academic medical centers.
Although clinicians without a sense of history may not be condemned to repeat the past, the historical record offers many informative lessons. For one thing, history demonstrates the changing nature of scientific knowledge; current understandings of health and disease may prove as ephemeral as earlier discarded theories. In addition, history reminds us that social and cultural factors influence how physicians diagnose and treat various medical conditions. When attempting to teach the history of medicine at academic medical centers, instructors should be innovative as opposed to comprehensive. Students and residents are likely to find recent historical issues to be more relevant, particularly when such material can be integrated into the existing curriculum. Provocative topics include depictions of medicine in old Hollywood films, the contributions made by famous physicians at one's own institution, and historical debates over controversial events, such as the Tuskegee syphilis study and the use of lobotomy in mental institutions in the 1950s.
Lerner
B H
BH
Department of Medicine, Columbia University College of Physicians & Surgeons, New York, New York 10032, USA. bhl5@columbia.edu
D000046:Academic Medical Centers; D004501:Education, Medical / Q000379:methods*; D006666:History of Medicine; D049672:History, 19th Century; D049673:History, 20th Century; D007396:Internship and Residency; D013663:Teaching / Q000379:methods; D014481:United States