Columbia University College of Physicians and Surgeons - P and S Yearbook (New York, NY)

Page 9 text:

To Dr. David Seegal, this yearbook is dedicated with deep and abiding appreciation. Generations of physicians are grateful for your guidance and teaching. You have given us a new conception of the physician's role, as teacher and communicator as well as healer. You have provided new implements for the doctor's bag: the Golden Rule, the open mind, the ability to say Ml don't know. Your enthusiasm is infectious, your standards for the practice of medicine are impec- cable. Your optimism and puckish wit have in- spired us. If we fail to live up to your precepts, the fault will lie not in our stars but in ourselves. 5

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Page 10 text:

LESS MAYBE MORE On walking by the Dean's office and hearing the first whirring of the IBM ma- chine being programmed to determine one's superannuation date, a number of past experiences take on a special clarity. It is tempting to comment on these ex- periences although one questions whether they will be of interest to others and whether the passage of time will permit ac- curate recollection. But relief comes to the oldster as he realizes that a compensa- tion of advanced age is the ability to re- member sharply the distant past although assistance is required to remember where his stethoscope has been left an hour earl- ier. The aging physician will, therefore, ac- cept the challenge of retrospection: He will even go further and since the nature of his calling encourages a degree of boldness he will not hesitate to grasp the horns of all the bulls in sight and teeter between the two epigrams of Henry Brooks Adams: 'GA teacher affects eternity, he can never tell where his influence stops. L'N0thin.g is more tiresome than a superannuated pedagoguefi Thinking back to the teaching of my preceptors in medicine, I recollect many pithy gems of advice which seem as valid today as when I first heard them years ago. Outstanding among the remembrances at this writing were those key utterances of my teachers which led me to change direc- tion, pace, or stride in the endless intel- lectual relay race, medical learning. The most meaningful and lasting educational favors had two components: They were By David Seegal brief and startlingly pertinent, thus an- ticipating Mies van der Roheis maxim 'gLess is More, and they often involved me emotionally. I well remember an instance when, as an interne, I had spent the night caring for a patient in diabetic coma and appeared on morning rounds without having prepared an adequate report on another patient under discussion. Unshaven and feeling very noble indeed for my ministrations to the diabetic girl, I apologized to the at- tending physician in tones of martyrdom for not being prepared to present an ad- equate work-up', on the second patient. I was alternately crushed and frozen when this doctor looked me straight in the eye, pointed to the bed and said: This patient is not interested in your diabetic. How right he was! I had not yet learned how to apportion my hospital responsibilities. That single sentence so electrified my clinical reflexes that when on future occasions I was about to repeat my miscalculations of time devoted to the management of multiple patients, the specter of that scene at the bedside would be recreated and haunt me. During another experience I learned a lesson in a minute or two which countless other teaching hours had failed to provide. Stopping outside a room occupied by a hopelessly ill patient, the house staff mem- ber advised the attending physician that little would be gained by the visit: there was nothing to offer the patient. The at- tending physician demurred and said that her would certainly see the patient, stating: