Duke University School of Medicine - Aesculapian Yearbook (Durham, NC)

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, Q ,, , YW, ,i mmm C Ehmsialms PHILOSOPHERS David G Sawsiml William G Armwam Catherme M Wwliart JDM iM Falwhla Eva J Balham' WEIMTEN F Rossa Eugene A Steam H Malin I-I lamnie Hmnmy J when EE WHEN F FEMEF 1 In l'i ,N Yi L if Vg ,. uw, if, P f - ' ,X iw-l ,., 'L lj NEW! ,U UL , , . QQ VI3VN'iA i' . H H -,Y xi f - Q , Stephen 16. Dsmisw U ia, ,Q ,Hn , ' W Q' J - 'f ,H A xy. wr, 'H X '-,

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MEDICINE AND MEDICAL EDUCATION It is difficult to think about one's philosophy of medical education and about medicine in general without recalling those in the profession who may have had some influence on one's career choice. Such is the case with me. When I consider these topics, I naturally remember, among others, my former family physician who embodies those characteristics traditionally associated with the doctor - the iatros. Whether on a house call, in his office, or at the corner drugstore, he could be identified as the doctor by his demeanor, attire, mannerisms, and 'even by the faint aroma of tincture of iodine which lingered about him. The patient was the most important person in the world to this man, but his warm, sincere, and compassionate concern for the patient did not impair his professional objectivity and detach- ment so necessary in accomplishing his task. The epitome of discretion, he never betrayed a confidence. His enthusiasm for what he was doing was infectious, and he instilled a sense of encouragement and a positivity in his relationships with people, so that even in hopeless situations, despair was unlikely and dignity prevailed. In addition, it was obvious that his education had not ceased with graduation from medical school. He was constantly reading and improving his skills. He recognized his limitations and was unafraid to seek consultation. His omnipre- sence was legendary, his integrity, above question. In the words of another country doctor, This man had the three A's of being a good doctor - Ability, Affability, and Availability. In these contexts of ability, affability, and avail- ability, I should like briefly to discuss students of medicine and their teachers rather than medicine and medical education. Ability a It goes without saying that one must have a certain degree of intelligence to become a doctor. Certain other qualities in addi- tion to intelligence are important in becoming and remaining an effective physician. Most doctors have unusually well- developed powers of observation. Some seem to come by this naturally, while others make concerted efforts to develop and improve this faculty. Many advances in medicine have resulted from this ability in those intelligent enough to use it. Being alert and aware are characteristics of the good observer. Medical teachers must have the ability to help their students improve their powers of observation while inculcating the prin- ciples of the scientific method in them. Accurate observations and documentation of facts by both teachers and students make for proper interpretation of data which is essential for problem solving. Repetition breeds familiarity, and familiarity breeds learning. The ability of teachers to repeat in innovative ways to avoid boredom on the part of their students and the ability of the students to profit from repetition and to expand their under- standing from it are important components of any educational process. As one of my mentors once said after being com- mended for successfully controlling retroperitoneal bleeding during pelvic surgery, I've been there before! Practice tends to make perfect. We all recognize, however, that certain faculties are better developed in some people than in others. The ability of the teacher and the student to recognize those attributes during the medical school experience is helpful in channeling some people into pathology and others into pediatrics, gastroenterology, obstetrics, psychiatry, general surgery, etc. The student who has a specific interest and who can identify a teacher who has expertise in that area would do well to associate with that mentor as much as possible. Much is learned through sn JP Zi- 3' E -1 F9 CU 3' 2. CD I-I' S33 7? C CD 3 dialogue with those who know first hand about a subject. Herein lies one of the major strengths of the Duke curriculum. Many capable faculty are actively involved in the established procedures of their disciplines and are exploring the frontiers in those areas. Duke students have demonstrated their ability to profit from this over the years by associating directly with those faculty persons. Affability In addition to these various abilities, the successful student of medicine and his effective teacher share a secret which is found in their positive attitude. Those students and teachers who seem to be the happiest ahd most effective are those with enthusiasm for what they are doing. They are the ones who are motivated and have a sense of purpose. They are willing to sacrifice person- al pleasures, to be altruistic, to care for those for whom they have professional responsibility, and at the same time, they are able to maintain the balanced perspective necessary for their personal lives including spouses, children, families, friends, society, religion, etc. Availability The able and affable students of medicine and their teachers of the same ilk can be effective only if they are available. The teachers are obligated to make themselves available to their students, and the students are obligated to make themselves available to those situations that are most advantageous to learn- ing throughout their lives. They are also obligated to make themselves available to those people who have entrusted their health to them. The students of the Duke University School of Medicine impress me as able, affable, and available candidates for the privilege and responsibility of caring for sick people. The able, affable, and available physicians are the true spir- itual descendants ofthe Greats of Medical History. They seem to maintain bonds with Aesculapius, Hippocrates, Galen, Hun- ter, Simmelweiss, Virchow, Osler, Best, Taylor, White, Minot, Strudwick, Nott, Cushing, Holmes, Sims, Williams, Davison, Reed, Hohman, Markee, Carter, Smith, Swett, Hart, Stead, Alyea, Baker . . . Arthur C. Christakos PHILOSOPHERS 21