Toward defining the end product of medical education.

R. Kane, F. R. Woolley, R. Kane

Research output: Contribution to journalArticlepeer-review

15 Scopus citations


The development of medical school curricula has been difficult for many reasons. Underlying all of the problems is the failure to delineate the end-product of the educational process. Concomitantly, medical schools have not taken full advantage of many modern concepts of instructional technology. The result of these deficiencies has been a noteworthy lack of relevance as indicated by the low correlation between medical school grades and medical practice. In this paper a systematic approach for the training of one medical school product, the comprehensive care physician, is described. Differentiating between knowledge, skills, and attitudes which may be desired in the finished product, the paper suggests basic techniques which may be employed by curricular planners to facilitate various kinds of learning. Finally, the crucial importance of evaluation is stressed in terms of the necessity of finding appropriate measurements to determine whether the behavioral objectives have been met.

Original languageEnglish (US)
Pages (from-to)615-624
Number of pages10
JournalJournal of Medical Education
Issue number7
StatePublished - Jul 1973


  • Achievement
  • Attitude of health personnel
  • Comprehensive health care
  • Curriculum
  • Education
  • Educational measurement
  • Evaluation studies
  • Family practice (education)
  • Medical
  • Problem solving
  • Undergraduate
  • United states


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