A Growing Concern: Are Medical Schools Focusing Too Much on Politics?
A new book is raising serious questions about the direction of medical education in America. Dr. Stanley Goldfarb’s “Doing Great Harm?” argues that many medical schools are prioritizing social activism over the core principles of medical science. This shift, he contends, is potentially creating doctors who are more focused on political issues than on providing the best possible patient care.
Goldfarb’s concerns stem from several trends he’s observed in medical education. He points to instances where medical students and faculty are being instructed to view everyday interactions through a political lens. For example, some institutions discourage asking black colleagues “How are you doing?” because it’s assumed they experience racism daily.
Furthermore, some medical schools are incorporating pledges that require students to acknowledge “inequities built by past and present traumas rooted in white supremacy, colonialism, the gender binary, ableism, and all forms of oppression.” Goldfarb argues that these types of initiatives are creating a politically charged atmosphere that distracts from the rigorous scientific training doctors need.
The book also addresses the sensitive topic of childhood gender transitions. Goldfarb suggests that the rise of diversity, equity, and inclusion (DEI) initiatives is connected to the increasing number of children seeking gender-affirming care. He argues that both are rooted in identity politics and that confused children are being told they are transgender, thus belonging to an oppressed category.
Goldfarb’s views have not been without controversy. He was previously removed from positions at the University of Pennsylvania for speaking out against what he sees as leftist indoctrination in medical education. In response, he founded Do No Harm, an organization dedicated to promoting a medical education system that prioritizes scientific excellence and patient care over social activism.
The central argument of “Doing Great Harm?” is that the focus on political issues in medical schools is compromising the quality of medical professionals being trained. Goldfarb suggests that these issues distract from the essential skills and knowledge doctors need to effectively diagnose and treat patients.
He emphasizes the importance of doctors possessing strong critical thinking skills and a deep understanding of medical science. He worries that a focus on social activism may lead to a decline in these crucial areas, ultimately harming patients.
The book also highlights the importance of open and honest debate on controversial topics within the medical community. Goldfarb points to efforts to silence dissenting voices, particularly on issues related to gender identity, as a threat to academic freedom and the pursuit of truth.
In conclusion, “Doing Great Harm?” raises important questions about the future of medical education in America. It argues that a renewed focus on scientific excellence and patient care is needed to ensure that future doctors are equipped to provide the best possible medical care to all Americans. The debate over the role of politics in medicine is likely to continue, but Goldfarb’s book serves as a valuable contribution to this important conversation.
