A Century of Change in Medical Learning

The journal that began in 1926 marked a turning point for medical schools. Back then, the Flexner Report was reshaping how doctors were trained, and the first articles looked at how new ideas could fit into old systems. They talked about using technology, recognizing hidden biases, and deciding what students should know before they entered school. These discussions helped shape the rules for medical education in the United States, and many of those rules still influence schools today. Fast forward to 2026. The world is now facing a different kind of shake‑up: the rise of generative artificial intelligence. This new tool could change teaching and patient care in ways that rival the impact of Flexner’s reforms. Just as early scholars debated technology and values, modern educators must now ask how AI will affect learning, fairness, and the quality of care.Both eras show that big changes bring chances and dangers. In the past, a group of informed voices used research and discussion to guide policy. Today’s community can learn from that model, gathering data, sharing stories, and building agreement on new standards. The journal continues to be a platform for such collaboration, helping teachers, learners, and patients navigate evolving challenges. The lessons from the first issues—emphasizing values, questioning bias, and seeking consensus—will keep growing in importance. As the next century unfolds, new disruptions will test medical education again, and this tradition of thoughtful debate will be essential for progress.