Boston University: A Sister Institution’s Program of General Education with Medicine as a Major,” Harvard Medical Alumni Bulletin, 1961 (Spring), pp. 16-20, quotation, p. 18. 25
A typical example comes from [Lamar Soutter], “Quantity and Quality in Medical Education,” Boston Medical Quarterly, 1958, 9: 4 (Dec.), p. 136: “A large department is difficult to control, for the contact between the director and men at the bottom is less intimate and more formal; the medical school administration is more remote, and the dean is less a member of the faculty…” 26
There is substantial literature on the history of women in American medicine. For an overview, see Ellen S. More, Elizabeth Fee, and Manon Parry, “Introduction: New Perspectives on Women Physicians and Medicine in the United States, 1849 to the Present,” pp. 1-20, in Women Physicians and the Cultures of Medicine, Ellen S. More, Elizabeth Fee, and Manon Parry, ed. (Baltimore: Johns Hopkins University Press, 2009). For a discussion of the discriminatory environment for women students as late as the 1970s, see Naomi Rogers, “Feminists Fight the Culture of Exclusion in Medical Education, 1970-1990,” pp. 205-241, in More et al, Women Physicians. Charlotte Borst, “Selecting students scientifically: Race, gender, and the history of medical school admissions in the United States,” paper delivered at “The Flexner Centennial: 100 Years of Medical Education Reform,” Harvard Medical School, April 16, 2010, explicates how embedded were stereotypes of the “ideal” medical student, an ideal that, by the end of World War II made room for some non-Protestants, but only a few women and non-whites. 27
Lamar Soutter, “Editorial: Western Reserve and Changes in Medical School Curriculums,” New England Journal of Medicine, 1962, 267: 17 (Oct. 23), pp. 892-893; idem., “Medical Care: Its Social and Organizational Aspects, The Variable Curriculum - Continuing Changes in Medical Education,” New England Journal of Medicine, 1963, 269: 4 (July 25), pp. 189-195; Lamar Soutter, “Editorial: The Decline of General Practice,” Boston Medical Quarterly, 1962, 13 (Sept.), pp. 120-121. 28
[Soutter], “Quantity and Quality in Medical Education,” 1958, pp. 135-136. In addition to articles cited above, other writings by Soutter during this five-year period on the organization, reform, and financing of medical education, include: “Hospital Teaching Expenses,” Boston Medical Quarterly, 1957, 8: 4, pp. 120-121; “Whither Higher State Education in Massachusetts?” Boston Medical Quarterly, 1959, 10, p. 91; “The Dean’s Notes,” Boston Medical Quarterly, 1960, 11: 4, 137-138; “A New Medical School?” Boston Medical Quarterly, 1961, 12, pp. 28-31; Nathan A. Womack, Lamar Soutter, et al., “Debates: With Increasing Growth of Full-Time Clinical Faculties, Practicing Physicians Should Play a Decreasing Role in Instruction of Students,” in JAMA, 1961, 176: 10 (June 10, 1961), pp. 102-106; L. Soutter and Wagner, R. R., “Do the National Boards Influence the Curriculum?” Bull. of the National Boards of Medical Examiners, 1961 (June); “A New Combined Program of Liberal Arts and Medicine at Boston University,” Journal of the American Osteopathic Association, 1961, 60: p. 853; “The New Combined Liberal Arts-Medical Curriculum at Boston University,” Federation Bull., 1962, 50: 24. Lamar Soutter, “Medical Schools and the Bane Report,” Boston Medical Quarterly, 1959: 10: 128-129, quotation on p. 129. Mary Maher et al., “Medical Schools and Medical Education: A Survey of Facts and Opinions Relative to Factors Involved in the Establishment of a New Medical
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