I think it is fair to say that since the Second World War, the widespread application to biologic systems of the methods and theories of the generalizing sciences, physics and chemistry, has reshaped medicine. The most dramatic manifestations of this, perhaps, is the enormous increase in diagnostic and therapeutic tools available for the management of disease. Where previously he was largely a passive, though sympathetic, bystander, the physician could now actively intervene to fulfill the goals of medicine, the saving of life, the relief of pain, and the prevention of disability. Perhaps even more important than these technologic triumphs was the growth of medical science itself. Powerful predictive and explanatory theories were elaborated. Whole new areas of medicine were developed. The critical methods of scientific inquiry became the com-mon property of theclinical practitioner no less than the laboratory investigator. In a real sense, medicine was transformed from a crude empirical discipline into a scientific enterprise of formidable sophistication and power.

This transformation of medical science was paralleled by a similar transformation in medical schools. Before the War, with a few notable exceptions, most medical institutions were trade schools. Their faculties bore little resemblance to the association of scholars character-istic of the rest of the University. In clinical depart-ments particularly, the educational program was de-veloped by physicians who, however conscientiousand competent, were occupied with the responsibilities of private medical practice, and who had neither the time nor the training to develop medical science or instill into students the habits of critical inquiry so necessary for scholarly growth. This situationhas now been greatly altered. The clinical teacher is almost everywhere a medical scientist trained both as a clinician and an in-vestigator.