Abstract

ABSTRACTGiven the intellect and motivation of the idealized contemporary medical student and the structure of contemporary medical education, one might not expect medical school to be difficult; experience dictates otherwise. Since medical school prepares one to become a physician, the inherent difficulty of medical school is expected to lie in the areas of the physician's attitudes, skills, and knowledge. This expectation is not supported; instead it is suggested that the difficulty may actually reside in the fact that the student must negotiate three different learning styles in the course of only two years.