In the mid-1970's there has been phenomenal growth in the number of curricular progams offered and subsequent enrollments of students in the health professions. At the same time, there is a growing discrepancy between the quantity of these programs and the quality of the health care delivery system in the United States. Policy in the health professions is overly concerned with the numbers game, while the quality of training programs has gone unchallenged. Medical faculty, like others in higher education, generally receive no training as teachers during their graduate programs, and are rewarded primarily for their research productivity and professional stature. We must now focus primarily on the clarification of the goals of the country's health care program and the immediate objectives of health training programs. This policymaking process should include practitioners, professors, politicians, and the public. At the moment, too much policy is being made and too little evaluation undertaken in health care education, management, and delivery. (MSE)