An appraisal of medical education and college preparation for medicine was undertaken through public hearings and written submissions from 82 medical schools, 24 colleges, and 21 professional societies. Views and suggestions were provided on learning, clinical education, college preparation and admission to medical school, and faculty. It was suggested that despite the enormous amount of time devoted to instruction, medical school students are not necessarily prepared to be independent learners who can apply critical, analytic abilities to problem-solving. Concern was expressed regarding the emphasis on memorization of factual details and the need for faculty to identify essential concepts and principles. More small group instruction and more time for independent learning were also recommended. The contribution of computer technology and overall impediments to change in medical education were also identified. The clinical component was characterized as permissive, often poorly-integrated, and frequently undersupervised. Another concern was the debate regarding a balanced preparation for medical school (i.e., sciences versus humanities). Greater recognition for the educational efforts of medical school faculty members was suggested in order to accomplish changes needed in the general professional education of the physician. (SW)