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Erosion of William Henry Welch's Concept of the Hygienic Laboratory in Our Nation's Schools of Public Health and Medicine

The last two decades have witnessed significant changes in American medical student education. Among the most obvious of these changes is the disappearance of laboratory instruction. At all but a handful of medical schools, our nation's physicians-in-training no longer spend blocks of time in laboratories of biochemistry, physiology, and microbiology, 1 This is a far cry from the early parts of the 20th century when, as a consequence of the Flexner report and the vigorous efforts of leading university presidents such as Daniel Coit Gilman (Johns Hopkins), Charles Eliot (Harvard), Paul Rainey Harper (Chicago), and others, laboratory instruction provided the core of U.S. medical education. The erosion in laboratory time for American medical students may partly account for the absence of physician-scientists in U.S. universities and biomedical research institutes. The Commonwealth Fund and other organizations have documented parallel reductions in the number of physicians who become National Institutes of Health (NIH) funded scientific investigators. 2 Together, these findings have led some to call for reforms. Are the Masters of Public Health (MPH) students in our 32 nationally accredited schools of public health also being deprived of laboratory training?.