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The binification of medical and neurologic education
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Binification: n. the act of making binary. Colloq. reducing a complex problem to component tasks, each of which is solved by a separate team.
“History is bunk” (Henry Ford, 1863–1947)
“What experience and history teach is this—that people and governments never have learned anything from history, or acted on principles deduced from it” (Georg Wilhelm Hegel, 1770–1831)
The real history of mankind is not contained in the dates of epic wars or the lives of the famous. It is rather reflected in the way in which people make toast or how they treat a sunburn. In particular, those activities that people adopt when they are not working may best describe the period. This is not a trivial point, for the attitudes and goals of recreation are carried over into the workplace. From problem-solving to work ethics, we draw analogies from, use, and take with us the techniques and equipment that beguile us in our playtime hours. This is no less true in medical education. The attitudes developed in our recreation have dictated the way in which neurologists are educated.
In this century, we have seen two momentous changes, both of which have occurred within the lifetime of some of us. The first was television; the second, the arrival of the home computer and its relatives.
Think for a moment about the time at the end of the last century before the first World War. Entertainment was essentially based at home and a person of any stature was expected to be able to provide entertainment for the rest of the company. Singing, recitation, playing an instrument, and the art of conversation were all prized.
The English language gives it away. The word “entertain” has come to have a double meaning. Entertainment is clearly understood, but entertaining a guest is now …
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