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Summary of Discussions

Ray S. Snider, PhD

Arch Neurol. 1967;17(6):573-576.

	Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings.

TEACHERS who can inspire students are no commoner and no less important in the neurosciences than in education generally. If students are to be interested in, and kept in, the neurosciences, teachers of high ability and interest in their subject must get to the medical student early, and frequently. Men of such calibre are particularly essential to any effort to establish integrated programs for teaching neural sciences; integrated teaching requires more of the teacher —more of his time and much more of his ability to project his facts and his approaches from his own discipline to related ones— than does traditional departmental teaching.

Despite some important recent steps to redress the balance, the tangible rewards of teaching in most medical schools are still less than those of either individual research or clinical practice. The ideal teacher is one who combines teaching with research or practice or both, and we . . . [Full Text PDF of this Article]

Author Affiliations
Rochester, NY

From the Center for Brain Research, University of Rochester School of Medicine, Rochester, NY.

Footnotes
Submitted for publication May 17, 1967; accepted May 31.

Read before the Proceedings of the National Conference on Education in the Neurological Sciences, White Sulphur Springs, WVa, Nov 16, 1966.

Individual reprints are not available.

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