Abstract
Before any revealing analysis of clinical education can take place, it is necessary, as well as helpful, to look briefly at the history and criticisms of legal education which spawned the emphasis in clinical programs. These efforts will be followed by an analysis of the recent clinical movement. The most predominant American law school programs generally termed "clinical" experience will be identified, described and critiqued. Section four of this article discusses the results of the author's survey QUESTIONNAIRE: Classroom Teaching Techniques and Programsof ClinicalEducation.Deans, or clinical faculty members if the law school had an ongoing clinical program, plus certain law students of every American Bar Association approved law school in the nation were asked to respond to the questionnaire. The aim of the survey was to determine the nature and extent of, the attitudes toward, and effectiveness of clinical programs employed in the law schools. The final section presents some conclusions on the effectiveness and future of clinical programs. Also, some changes in classroom teaching techniques designed to enhance our success in addressing the problem of lawyer competence, are proposed.
Recommended Citation
W. W. Beryyhill,
Clinical Education-A Golden Dancer?,
13
U. Rich. L. Rev.
69
(1978).
Available at:
https://scholarship.richmond.edu/lawreview/vol13/iss1/3