An MBoC Favorite: Creativity and graduate education
نویسنده
چکیده
I dare say that a total of 72 graduate school and medical school classes over the past 31/2 years, since beginning the M.D.-Ph.D., Program has rendered me qualified to comment on upper-level science education. During that time I have been taught by every technique ever invented, and my performance has been evaluated in every way imaginable. The good news is that, for the most part, my teachers have cared about teaching and put considerable effort into the task. However, I believe that despite considerable effort and good intention, the unfortunate truth is that good people are putting a lot of energy into training scientists to be "experimentalists" and not "theorists," "imitators" but not "innovators" (Huszagh and Infante, 1989). Many of my colleagues in basic science have openly criticized medical education, although they have had no personal exposure to medical school. Common perception is that medical school is nothing more than a trade school wherein grade-hungry students are forced to memorize and regurgitate incredible volumes of facts at a ridiculous rate that prohibits even the rare enthusiast from thinking about the material or being intellectually stimulated. Regardless of the extent to which this perception is correct, the irony is that graduate education is subject to the exact same criticism. I will argue that graduate coursework, as it is often organized, is no more successful in encouraging creative and independent thought in students than is medical school coursework. Furthermore, I will propose a method in which teaching and encouraging creativity can be combined with information transfer in the graduate classroom.
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An MBoC Favorite: The historic covers selected by Joseph Gall that graced MBoC from 1992 to 1996
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