Original Research: 75 Seminal Studies, 1935–2009 |

Introduction: Medical Education FREE TO VIEW

Glenn S. Tillotson, PhD, FCCP
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Reproduction of this article is prohibited without written permission from the American College of Chest Physicians (www.chestjournal.org/site/misc/reprints.xhtml).

Copyright © 2009 American College of Chest Physicians

Chest. 2009;136(5_suppl):e30. doi:10.1378/chest.09-2269
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Finally, in keeping with the edict of Diseases of the Chest/CHEST, we include a salutary article from the Father of Medicine, whose prescience is remarkable and relevant, even in today's medical practice. Sir William Osler, who has been attributed with many of our diagnoses and epithets, gave the commencement speech at the University of Minnesota in 1892.1 His speech, while portentous in parts, has many remarkable implications in today's rapidly evolving medical world. Though lengthy, his talk has several key parts relevant to educators. He espouses a global perspective with “the necessity to know the best that is taught in this branch [of science], the world over,” and by stating, “To avoid mistakes, [the investigator] must know what is going on in the laboratories of England, France, and Germany, as well as those of his own country.” Sir William Osler professed the responsibilities of teaching medicine, stating, “There are two aspects in which we may view the teacher—as a worker and instructor in science and as practitioner and professor of the art.” These are tenets that still hold true today and embody much of the work published in CHEST.


Osler W. Teacher and student. Dis Chest. 1957;32:377-387. [CrossRef]




Osler W. Teacher and student. Dis Chest. 1957;32:377-387. [CrossRef]
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