Thirdly, according to the effect of social desirability, smoking medical students may have been more likely to misreport their smoking status as they felt it would be inappropriate for future physicians to be smoking.
For example, a year of organic chemistry, though there is a general consensus of what that means, still might cover a multitude of different topics—only a few of which might be essential for future physicians.
Even if a department chair is hunting for future physician-scientists for the faculty, residency directors are usually clinicians.
Providing an opportunity for practice during training is important for future physician scientists who will do patient-oriented research.
Managing clinical information at the point of care is an important skill for future physicians, yet the literature is sparse on teaching information management in ambulatory settings.
At the same time, the medical community has been revising its list of qualifications for future physicians.
The need for physicians well-trained in problem solving, evaluating "competing claims in the medical literature and by those in medical industries" and capable of "application of scientific knowledge and scientific reasoning based on evidence" was articulated in the report Scientific Foundations for Future Physicians (AAMC-HHMI, 2009, pp. 4 5).
As with all technologic advances, the medical education paradigm is challenged to develop an appropriate training regimen that integrates the information necessary for future physicians.
In 2009, AAMC and HHMI jointly published Scientific Foundations for Future Physicians, which also establishes understanding evolution as a key competency for students who are interested in medical careers.
Scientific Foundations for Future Physicians, published jointly in 2009 by the Howard Hughes Medical Institute and the Association of American Medical Colleges.
