How School Has Changed Over Time

“Expertise is the mantra of modern medicine. In the early twentieth century, you needed only a one-year-medical degree to practice medicine. But by the century’s end, all doctors had to have a college degree, a four-year medical degree, and an additional three to seven years of residency

History classes have always been a requirement for high school students to graduate. Some of these classes include United States history, Government, and World History. Although, there is a lack of any classes dealing with local history. State history alone only receives attention in the elementary school system and about a week in Government class. All school systems should include, in the required classes to take to receive a high school diploma, a local history class, so that the students may have a knowledge of the place where they live.

In 1910 The American Medical Association had undertaken a project to travel across the country to rank medical schools and to determine which schools were teaching sound medicine and which ones were not. Initially this project had no momentum because the AMA was not appropriately funded at the time. With the help and funding of Rockefeller and Carnegie, Abraham Flexner was enlisted to carry out his study. As a result of his study, “Pre-medical requirements were established with strong basis in science, medical curriculum was standardized (strongly based on science), full-time faculty were dedicated to teaching and research, and the medical schools were attached to universities” (Gutierrez & Scheid, 2011, p. 6). The Flexner Report provided the foundation for the subsequent growth of specialization of medicine and medical professions. Instead of depending on one doctor for care, there were now a team of healthcare professionals who could assist you in the curative process. Specialties began to develop, flourish, and spread to far reaches of society in consequence of the Flexner Report.

It is hard to think something but then it being described in a whole new and different way because of something new people found. Same with every medical student who graduate.In the Article The articles "The Half-life of facts" by Samuel Arbesman it states "Some fields are starting to recognize this. Medicine, for example, has got really good at encouraging its practitioners to stay current. A lot of medical students are taught that everything they learn is going to be obsolete soon after they graduate. There is even a website called “up to date” that constantly updates medical textbooks." They thought that because they graduated everything they know is right. But, things are

Educational Reform: If you could make one significant change in the public education system what would it be.

In today's society the medical field is changing every single day. Everyday something new and improved comes out; however, this wasn't always the case. It wasn't until the 19th century that medical was really being understood. "Medicine became recognizably “modern” in the nineteenth century, producing new inventions, new theories, and new curative powers" (Hansen). The problem back

Diseases in the late 1800s were on the rise, however, doctors and doctoral schools were not. Since there were very few physicians in this time, black and white men and women were often left to treat illnesses, bring new life into the world, and handle medical emergencies (Plantation Medicine and Health Care in the Old South). People relied on self-help manuals a lot of the time to hopefully give them the insight they needed for the specific disease or illness they had or were treating. This was not very effective because the people with the diseases were not getting proper care and there was a lack of sanitary facilities that could be used. The Old South only had 5 medical schools by 1845, and medical students only studied for one to two years on their medical training (Plantation Medicine and Health Care in the Old South). Because of the lack of physicians, there were more patients in the

People then, as much as today, had different ideas about what the purpose of secondary education should be, and as result they differed in their opinions regarding what should be taught to students in high schools. Before the era of Urbanization and Industrialization, secondary education was seen as a means to prepare students for college and for moral development. However, by the late nineteenth and early twentieth centuries, America had changed. High schools were educating many students who

of medical education (8). It sensitizes physicians for necessity of updating advances in their practicing field (9,

The sixteenth and seventeenth centuries were filled with enormous and unprecedented change for the medical profession in France. Citizens of the country were beginning to choose between different available types of healthcare and practitioners that practiced their brand of medicine throughout the country (Brockliss and Jones 284). The qualifications of these practictioners varied greatly—as Brockliss and Jones put it, “…running from learned graduate physicians to theatrical itinerant charlatans to rustic Ladies Bountiful,” (284). Although much of the population was unable to acquire the services of a well-educated physician due to poverty, essentially narrowing down choices to only lower-class practitioners, the learned medical

Professor comments: In this paper, the student synthesizes several sources about nineteenth-century medicine and medical education into a focused and coherent essay that provides information about aspects of this topic especially relevant to understanding Lydgate's position in Middlemarch: the differences among physicians, apothecaries, and surgeons, both in terms of training and duties on the one hand, social status on the other; the processes by which someone obtained a medical education and became a licensed practitioner; and the differences in English, Scottish, and French training. In doing so, the student displays an awareness of the importance of the contextual material for more than

Whether the child is homeschooled or in public school, the use of technology should be limited. The communication between students and teachers are becoming more unprofessional. The students are more distracted in school and technology is less beneficial because it is part of the reason for the distractions. Some parents may support technology in schools as well as teachers but there should be classrooms more geared toward how students will benefit. Teachers need to be aware of the different way students learn and see if technology will reach all their students’ needs. If technology does not reach every student, how can they make it so technology is not the primary source of learning? Technology should not be as prevalent in schools as they already are in America and this wealth needs to be shared with surrounding

Through out the centuries, medicine has changed vastly in many different categories. Two exponential categories being American medical education and facilities, which have been impacted by a number of sources, positively and negatively.

Medical training in the early nineteenth century was very different and diverse. Even though some people had degrees from colleges that were very advanced and very known, some were apprenticed to apothecaries where they "spent most of their time capping bottles and rolling pills" (Youngson 12). Still others were quacks and drug peddlers who practiced freely with no legal sanctions against them.

Medical training in the early nineteenth century was very different and diverse. Even though some people had degrees from colleges that were very advanced and very known, some were apprenticed to apothecaries where they "spent most of their time capping bottles and rolling pills" (Youngson 12). Still others were quacks and drug peddlers who practiced freely with no legal sanctions against them.