摘要：1HE curriculum design, organization, and university relationship typical of the modern medical school stem from patterns evolved in the German university- type schools of medicine during the 19th centurv (1, 2, 3, 4). Worldwide acceptance of these patterns followed the magnificent success of those schools, both in the training of physicians and the advancement of medical knowledge (1 to 8 inclusive, 10, 11, 17). The first American medical school of the kind was established at Johns Hopkins University in 1893 (1, 2, 3, 4, 5, 6). It soon achieved a position of influence in American medical education comparable to that of Salerno in Europe during the 12th century (9). Just as Salerno became a major source of staff members for other schools, so did Johns Hopkins. Thus, by 1930 some 246 Hopkins graduates were professors in American medical schools (6, page 61). "Spectacular examples of the Hopkins imprint were provided when schools were founded or reorganized ... Washington, Vanderbilt, Iowa, Duke and Yale were all cases in point." (6, page 62). So great was the success of medical schools modeled on the Hopkins pattern that for a long time there was little tendency for either critical appraisal of or experiment with this curriculum pattern.
