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Interprofessional Education for Collaboration
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On the morning of July 2, 1881, Charles Julius Guiteau paced ner- vously around the now-demolished Baltimore and Potomac train depot in Washington, DC, with his newly purchased revolver held snugly in his possession. The unwitting President Garfield, on his way to Williamstown, Massachusetts, for a college reunion, met with two of Guiteau’s bullets as he crossed the station preparing to board the train. The first bullet grazed his arm while the second struck him in the back, completely missing his spinal cord. Neither wound was life threatening. But, as was the norm for physicians of the day, a lack of sterile technique resulted in overwhelming sepsis as doctors repeatedly attempted to locate and remove the bullet from Garfield’s back using their fingers and unwashed probing devices. Garfield died 11 weeks later weighing 80 pounds less than when he entered the train station that fateful morning (CBS News, 2012; Millard, 2011). This was the setting within which Abraham Flexner sought to redesign the medical educational system with his 1910 Flexner Report. That report formed the foundation for medical education as it was needed in the early 20th century. During that time, Goldmark and Welch-Rose published two other reports that had a similar impact, revolutionizing nursing and public health education, respectfully.
Patricia A. Cuff - Personal Name
978-0-309-26349-8
NONE
Healthcare Management
English
2013
1-181
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