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| Preface | |
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| Acknowledgments | |
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| Introduction | |
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| Fulfilling the Social Contract: Medical Education as a Public Trust and the Capture of Public Confidence | |
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| Creating the System | |
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| Progressive Medical Education | |
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| Fund-Raising | |
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| Medicine and the University | |
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| The Emergence of the Teaching Hospital | |
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| Establishing the Social Contract | |
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| The American Medical School Between the World Wars | |
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| Education | |
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| Research | |
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| Patient Care | |
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| Faculty Culture | |
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| Diversity and Development | |
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| The Rise of Harvard Medical School | |
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| Undergraduate Medical Education | |
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| Admissions | |
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| Training for Uncertainty | |
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| The Hidden Curriculum | |
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| Student Life | |
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| The Limits of Education | |
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| The Rise of Graduate Medical Education | |
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| The Creation of Internship and Residency | |
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| From Supervision to Responsibility | |
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| Selecting House Officers | |
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| Stresses and Support | |
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| Graduate Medical Education and the Public Interest | |
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| Teaching Hospitals | |
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| Joining the University | |
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| The Presence of Time | |
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| The Ward Service | |
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| Academic Medical Centers and the Public | |
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| Town and Gown | |
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| The Care of the Poor | |
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| Medical Education and the Nation's Health | |
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| World War II and Medical Education | |
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| Mobilization for War | |
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| The War Against Disease | |
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| The Apotheosis of Medical Optimism | |
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| Medical Education in the Era of the Multiversity: The Growth of Research and Service in a Period of Abundance | |
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| The Ascendancy of Research | |
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| The Age of Federal Beneficence | |
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| Changing Intellectual Directions | |
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| The Decline of Academic Gentility | |
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| The Expansion of Clinical Service | |
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| Academic Medical Centers and the Rising Demand for Medical Care | |
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| The Persistence of Academic Values | |
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| The Preservation of the Learning Environment | |
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| The Maturation of Graduate Medical Education | |
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| The Democratization of Residency | |
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| The Rise of Subspecialty Training | |
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| The Changing Life of the House Officer | |
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| The Forgotten Medical Student | |
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| The Evolving Curriculum | |
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| The Changing Medical Student | |
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| Producing More Doctors | |
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| The Devaluation of Teaching | |
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| Breaking the Social Contract: The Erosion of University Values, the Decline of Public-Spiritedness, and the Beginning of the Second Revolution in Medical Education | |
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| Medicare, Medicaid, and Medical Education | |
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| The Escalation of Faculty Practice | |
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| Toward a One-Class System of Care | |
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| The Inversion of University Ideals | |
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| Medical Education in an Era of Protest and Civil Rights | |
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| Student Activism | |
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| House Staff Militancy | |
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| Minorities | |
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| Women | |
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| Academic Health Centers Under Stress: External Pressures | |
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| The Decline of the Cities | |
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| Competition for Patients | |
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| The New Adversarial Relationship with Government | |
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| The Dawn of the Age of Limits | |
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| Academic Health Centers Under Stress: Internal Dilemmas | |
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| Molecular Medicine and the Disappearance of Teachers | |
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| Reform Without Change | |
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| The Dilemmas of Graduate Medical Education | |
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| Internal Malaise | |
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| Rudderless Ships | |
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| The Decline of Academic Health Centers as Public Trusts | |
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| Medical Education in an Era of Cost Containment and Managed Care | |
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| Vassals of the Marketplace | |
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| The Loss of Time and the Erosion of the Learning Environment | |
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| Proactive Words; Reactive Behavior | |
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| A Second Revolutionary Period | |
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| The Reemergence of a Proprietary System | |
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| The Declining Relevance of Medical Education | |
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| Restoring the Social Contract | |
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| Notes | |
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| Index | |