The MCQ Monopoly
Contemporary medical education has undergone a radical transformation from the traditional apprenticeship model to a standardized, MCQ-dominated system that prioritizes measurable knowledge fragments over clinical wisdom and humanistic care. This critique examines how the systematic replacement of tutorial-based learning with multiple-choice question formats has contributed to the current healthcare crisis, producing technically competent but clinically impoverished physicians. Through analysis of educational research, outcome studies, and integration with our revolutionary framework of therapeutic relationships as sacred encounters, this paper argues that the MCQ-centric approach represents a fundamental misunderstanding of medical knowledge and practice. Drawing on "patient as sacred text" and the hermeneutic approach to healing, we propose a revolutionary reimagining of medical education that integrates traditional mentorship with sacred-profane dialectics to restore medicine's humanistic foundation while addressing contemporary healthcare challenges.