Will e-learning improve clinical judgment?

doi:10.1136/bmj.328.7449.1147

BMJ 2004;328:1147-1148 (15 May), doi:10.1136/bmj.328.7449.1147

Editorial

Will e-learning improve clinical judgment?

Not until doctors build collegial learning into practice

The first 150 words of the full text of this article appear below.

At the turn of the 20th century, when "modern" medical educationwas just getting up and running, a clarion call of the reformerswas to reduce the overload on students' minds. "Medical educatorsof the latter nineteenth century were the first physicians inhistory to feel the real shock of the information explosion."¹But wait a minute, that's just what the problem seems to betoday, and so it was in the 1980s as described in the famousreport on "the general professional education of the physician,"and in the1960s when an earlier study of medical education inthe United States was published.^2
3 This complaint about overloadby medical students and their teachers seems to be a constantone and may reflect a tendency to complain rather than the suddenemergence of an unbearable weight of knowledge that needs tobe absorbed. The real problem is the matter of selection, . . . [Full text of this article]

Daniel J Klass, director of the quality management division

College of Physicians and Surgeons of Ontario, 80 College Street, Toronto, Ontario, Canada M5G 2E2 (dklass@cpso.on.ca)

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