A longitudinal study of two classes of medical students who entered Tel Aviv and Hadassah medical schools in 1969 follows students through their first year of graduate medical education. A summary of a final project report, this study reviews the continuing change in the students to distinguish the effects of qualities they bring to medical school from those they acquire at various stages of the educational socialization process. The major findings and applications in eight areas are discussed: (1) the development of three elements (people, status, and science) in the physician's role in the course of medical school; (2) the conflicting messages received by students from significant others, and the need for guidance; (3) the need for socialization of physicians as potential health team members; (4) a resistance to family medicine and community practice; (5) traditionalism and stereotyping of women physicians after (but not before) completion of studies; (6) the inefficiency of using role perception as a criterion for medical school admission; (7) the results of narrowing interests to science too early; and (8) advantages found in a break in the study program beween secondary and medical schools. (MSE)