The training of neurologists for the practice in the coming years requires deep changes in the system of medical education. It is critical for the medical student and the resident the acquisition of a broad knowledge of scientific information. But physicians must also know how to use knowledge they have accumulated from a variety of sources. They express their knowledge through abilities in the wards or in ambulatory settings in order to get an accurate diagnosis and the proper management of a particular condition. In addition to that they are expected to develop ethical attitudes toward their patients, peers and the greater society. They must be committed to work, to independent learning and to rationality. To accomplish its scholarly goals medical education has to emphasize the development of adequate personal attributes, skills and habits of mind rather than the transmission of factual information. With todiay's technology all the scientific information necessary for the practice of medicine is at the fingertips through computers. Memorization is therefore an absolute nonsense in teaching. A better education involves reducing the working load and the number of lecture hours providing students and residents with sufficient unscheduled time to seek out information independently and to assess their own learning. Problem-solving methods of teaching providing the formulation of multiple concurrent hypotheses, the critical analysis and evaluation of data and the application of new acquired knowledge as well as previously learned concepts to the solution of problems should be widely employed. Faculty members are guides who assist students and residents to develop analytical and critical skills. They play an important role as models through their own attitudes and actions. The humanistic dimensions of the medical profession cannot be overemphasized.
medical education; neurologist; resident; house-staff; role models; scientific methods