At this point we may observe that problems in medical education should be sought for neither in the tutor-student ratio nor in the conditions of studies, but rather in the universities' general dilemma, in the conflict between patient care, research, and education. It is furthered by the absence of academic teaching's "market value" and of a specific didactic training. A series of teaching experiments, the Munich model among them, have shown that a successful strategy is viable toward developing a new system of teaching once the foundations have been laid by a clear-sighted analysis of the existing problem and of a precise definition of educational targets. This means groundbreaking work in developing a new spirit of medical education.