American Medical Schools and the Practice of Medicine: A by William G. Rothstein

By William G. Rothstein

During this broadly researched heritage of scientific colleges, William Rothstein, a number one historian of yankee medication, lines the formation of the clinical college from its beginning as a resource of scientific lectures to its present prestige as a middle of undergraduate and graduate clinical schooling, biomedical learn, and really good sufferer care. utilizing quite a few old and sociological options, Rothstein adequately describes tools of scientific schooling from one iteration of medical professionals to the subsequent, illustrating the altering occupation paths in medication. while, this learn considers scientific colleges in the context of the kingdom of scientific perform, associations of therapy, and basic greater schooling. the main whole and thorough basic historical past of clinical schooling within the usa ever written, this paintings focuses either at the historic improvement of scientific colleges and their present prestige.

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By William G. Rothstein

During this broadly researched heritage of scientific colleges, William Rothstein, a number one historian of yankee medication, lines the formation of the clinical college from its beginning as a resource of scientific lectures to its present prestige as a middle of undergraduate and graduate clinical schooling, biomedical learn, and really good sufferer care. utilizing quite a few old and sociological options, Rothstein adequately describes tools of scientific schooling from one iteration of medical professionals to the subsequent, illustrating the altering occupation paths in medication. while, this learn considers scientific colleges in the context of the kingdom of scientific perform, associations of therapy, and basic greater schooling. the main whole and thorough basic historical past of clinical schooling within the usa ever written, this paintings focuses either at the historic improvement of scientific colleges and their present prestige.

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It could be taught effectively only in the medical school, which had the necessary skilled teachers and equipment. The teaching of anatomy was divided into two courses. Lectures on anatomy described the human skeleton and organs, illustrated by cadavers when possible and by skeletons, drawings, models made of wax, plaster, wood, or papier-mache, and both dry and wet specimens. The use of models had just been developed in Europe, indicating that American medical education was abreast of European medical education in this regard.

48 The instructors were usually well trained, professionally competent, and experienced. Teachers of modern languages were native speakers of the language. The mathematics instructors included some of the nation's leading mathematicians. Competition forced the instructors to keep pace with current educational needs and to improve their methods of teaching. Many of the courses provided theoretical training for workers and apprentices. Surveyors learned algebra, geometry, trigonometry, and mensuration; clerks learned the Italian method of double entry bookkeeping; workers in mercantile establishments trading with Europe learned modern foreign languages; and seamen learned astronomy and navigation.

The Pennsylvania Hospital contracted to care for seamen in 1800, and from 1826 to 1850 30 percent of all patients treated in the hospital were seamen. 35 Other sources of hospital income were grants from legislatures, room and board fees from paying patients, per diem payments from local governments for the care of charity patients, and contributions by citizens (which usually entitled them to admit charity patients, such as their servants, to the hospital). Private contributions were forthcoming because hospitals served as a major source of care for the servants, slaves, and insane relatives of the wealthy.

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