Television in postgraduate education. Some lessons from five years' experience

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Abstract
Winston Churchill, that master of repartee, once squelched his Laborite opponent in Parliament by branding him "a very modest man— but he has much to be modest about." Surely all physicians working in the field of medical television have much to be modest about. We are scarcely beginning to learn how to use this new medium effectively—to capitalize on its versatility, on its potentials for teaching and for illustration, and on its vast coverage. Confronted by an instrument of mass communication entirely foreign to our academic upbringing, we are for the most part still trying to take its measure and to master its techniques. But to the credit of the medical educator, more than many of his cousins in the field of education, he has been quick to recognize the usefulness of television in the health sciences in general, and in postgraduate education in particular. Five years' experience may not

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