This raises the whole issue of what is taught and how knowledge is
evaluated in mathematics AND medicine. We all have met pre-meds who care
about the points more than the knowledge. Well, they then become med
students who then become doctors. It has been interesting to observe our
son's experiences in engineering school and now med school with regard to
assessment. The engineers were expected to be problem solvers and get it
right. The med students are still expected to memorize a tremedous amount
but are not (at least first year) doing much "thinking" and problem
solving. Some med schools are struggling to find the balance between
exponentially increasing knowledge and the application of the knowledge.
The discussions are not unlike those that are taking place in the
mathematics community.
Judy E. Ackerman
Montgomery College
Rockville, MD 20850
301-279-5216
****************************************************************************
* To post to the list: email mathedcc@archives.math.utk.edu *
* To unsubscribe, send mail to: majordomo@archives.math.utk.edu *
* In the mail message, enter ONLY the words: unsubscribe mathedcc *
* Words in the Subject: line are NOT processed! *
* Archives at http://archives.math.utk.edu/hypermail/mathedcc/ *
****************************************************************************