New Jersey College of Medicine - Journal Yearbook (Jersey City, NJ)
- Class of 1970
Page 1 of 206
Pages 6 - 7
Pages 10 - 11
Pages 14 - 15
Pages 8 - 9
Pages 12 - 13
Pages 16 - 17
Text from Pages 1 - 206 of the 1970 volume:
Ii-iA'z3i6LD JEGHEFZ5: MI ii
"How shall I go in peace and Without sorrow?
Nay, not Without a Wound in the spirit shall I leave
this city. Long were the days of pain I have spent
within its walls, and long were the nights of alone-
nessg and who can depart from his pain and his
aloneness without regret?
Too many fragments of the spirit have I scat-
tered in these streets, and too many are the children
of my longing that walk naked among these hills,
and I cannot Withdraw from them Without a burden
and an ache.
It is not a garment I cast off this day but a skin
that I tear With my own hands.
Nor is it a thought I have behind me, but a
heart made sweet with hunger and with thirstf'
Kahlil Gibran, The Prophet
THE CLASS OF 1970
NEW JERSEY COLLEGE OF MEDICINE
, , '
-up an---u.1 '
CAPTIONS . . .
LAYOUT .... . .
EDITOR-IN-CHIEF .. .
' ' 'LQAIQ Iviiilcurd
' ' ' ' ' 'tml LAJAQCI
BUSINESS MANAGER ............ ......
Richard Molteni, Editor
Robert Davis, Co-Editor
Robert Becker, Co-Editor
Ronald Pallant, Editor
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TABLE GF CONTENTS
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from bold researcl
PATRON5 scrupulous testing
that matter 185
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The most essential part of the student's instruc-
tion rs obtained as I believe, not in the lecture
room but at the bedside Nothing seen there is
lost the rhythms of disease are learned by frequent
repetition its unforseen occurences stamp them-
selves mdelibly In the memory .... "
Oliver Wendell Holmes
Banal eulogles and praises are far beyond his
sphere His mind does not quicken with dreams of
chalrmanshlps and academic titles. His spirit is not
elated by the factual paraphanalia of the sciences
and their advances The wards, the operating rooms,
and the amphltheatres all remain foreign and
threatening to him And yet through our years he
has remained a defender by his incessant and de-
manding nature of the highest ideals of the prac-
titioner and Indeed all of medicine. By incorpo-
rating Into himself and unselflshly sharing with us the
greatest of all medical virtues-the total synthesis of
Art and Science-he has earned the devotion of
each of us throughout our days of practice. He
alone carried the seed of success in medicine, and
to each of us he freely gave lt, and aided it to flour-
ish Our lives were changed by him, our minds and
medicine enriched and still we continued to neglect
his virtues He who has given so much of himself,
has all too often become an object of our anger,
mistrust laughter or ignorance.
Abused often and rewarded seldom, he has re-
mained steadfast In his desire to teach the medical
unity of science and humanity. Amidst the blows of
our Indifference he has remained unshaken.
And so with gratitude for his patience and en-
durance and sorrow for his frequent neglect, we
the Staff and Class of 1970 proudly dedicate this
THE HONORABLE WILLIAM T. CAHILL
GOVERNOR OF THE STATE OF NEW JERSEY
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NEVV JERSEY COLLEGE OF
MEDICINE AND DENTISTIQY
Dear Graduates of our Class of 1970 NE
I am delighted you are dedicating this issue of the Yearbook
to your patients. This is an unexpected honor which they so
I am sure, in obtaining a medical history, you have never
interviewed a patient who claimed that he presented himself
to the teaching hospital in order that some young and aspiring
student might have sufficient clinical material from which to
learn his profession. Rather, they have come in pain, with
bleeding and broken bodies , or with any one of a thousand
symptoms and afflictions known to man. They come in fear,
with anxiety and with the torment of heavy hearts: they come
not with compassion but seeking compassion. They believe
that the hospital has been created for them, not for us, and
they expect the medical profession to stand ready to give,
not to receive.
By dedicating this issue of The Iournal to your patients , you
have sensed and expressed this compassion: you have acted
worthy of graduating physicians . We, your elders and your
teachers , admire you for this mature insight. By your conduct
we also know that you fully appreciate the rightful balance
between patient care, education and research - the trinity
of our profession. Consequently, by the dedication of this
volume to your patients , once again your class , following
the illustrious lead of the nine classes which have preceded
you, has reassured us and society around us, that the pro-
fession of medicine in the future will, indeed, rest in good
May l wish you every personal joy and professional success
in the wonderful practice of medicine which binds -us all
obert R. Cadmus , M .D.
JAMES E. DINGMAN
GEORGE F. SMITH
ORVILLE E. BEAL
I TTT I
, NOT INCLUDED
WILLIAM H. LANG
MEREDITH C. GOURDINE ALAN SAGNER
RULON W. RAWSON, M.D
ARTHUR J. KAHN, Ph.D.
FRANKLIN C. BEHRLE, M.D.
CHARLES R. REAM, M.D.
HUGH G. GRADY, M.D.
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So much emphasis Today is being placed upon cell
funcTion wiTh all iTs biochemical ramificaTions ThaT iT
is overlooked, even by Those who should know bef-
Ter, ThaT a docTor musT have a basic familiariiy wiTh
The sTrucTure of The normal body. IT is equally True
ThaT knowledge of AnaTomy on a microscopic and ul-
Tramicroscopic level furThers undersTanding of The ac-
TiviTies of organs and The disease processes which
For a momenT, leT us examine ThaT area of
morphology which, incorrecTly, represenfs The enTire
field-Gross AnaTomy. There are few medical
specialiTies which can be pracTiced wiThouT some
foundaTion in This subiecT. For The surgeon who needs
more deTailed knowledge, This goes wiThouT saying.
For oTher pracTiTioners, wheTher percussing The chesT,
palpafing The abdomen, exploring The pelvis or
sTudying an X-ray plaTe, The posiTion of The organs
and Their relaTions To each oTher musT be known.
If The foregoing appears To be an oversimplifica-
Tion, iT was merely infendecl To indicaTe The place of
Gross in These changing Times. Only a relaTively few
years ago There was an overwhelming emphasis on
The dissecTion course. Much Time was spenT in a
frequenTly fruiTless search for minuTe sTrucTures
which were of liTTle pracTical value. CounTless hours
were wasTed in memorizing The names of every ridge
and groove on The bones. The exacT origins and in-
serTions of The muscles were assiduously commirred To
roTe, noT because iT really made sense buT because iT
had been done for generaTions pasT. UnTorTunaTely,
of all These deTails, only a fragmenT were reTained.
Today, we are aTTempTing To emphasize Those
Things which have clinical relevance-a relevance
which we Try To demonsTraTe by early exposure To
clinical siTuaTions. Early in his firsT year The sTudenT is
shown how To examine The exTremiTies, The chesT and
abdomen. He is encouraged To observe surgery and
child birTh and, when possible, To aTTend posT mor-
Tems. IT is our belief ThaT, alThough we require far
fewer deTails, The sTudenT will reTain whaT is impor-
TanT and will undersTand how To apply This informa-
Tion To The TreaTmenT of paTienTs.
l Think iT is also perTinenT To indicaTe The Tremen-
dous changes which have occurred in research paT-
Terns during This generaTion. There are relaTively few
"AnaTomisTs" in The world Today. Our inTeresTs in This
DeparTmenT are varied and are represenTaTive of
whaT is going on everywhere. They range from The
conTrol of Thyroid funcfion To reproducaTion and The
fields of ferTiliTy and sTeriliTy, from The role of The
Thymus in organ TransplanTaTion To The effecTs of
chemicals and baromeTric pressure on embryonic
developmenT, from The localizaTion of higher brain
cenfers affecfing emoTion To ulTrasTrucTural changes
resulTing from experimenTal procedures. In each case,
Though sTill in ofTen preliminary sTages, There will
evenTually be applicaTions To paTienT care.
E. Lawrence House, Ph.D.
DeparTmenT of AnaTomy
Anatomy was our initiation to medical school. We came
fresh from college-bright-eyed, dedicated, and ready to
work, vve thought. And then the fun began. After a brief
speech by Dr. Bocabella about how we shouldn't worry about
things academic, off we went to meet our cadavers. Remember
how gallantly we offered our dissecting partners the honor of
making the first incision? What a beginning for a career of ..
great medical healing!
ln the days and weeks that followed, we found out what a
ding-dong practical was, and how long a written exam could
be. And can we ever forget those lectures by Dr. Curtis, briefly
reducing three-dimensional anatomy to a two-dimensional blur
on the blackboard? We learned that Dr. Miranti, with Dr. Net-
ter's help, could explain lust about everything there was to
anatomy, in about eight hours or so. But most of all, we I
When sophomore year rolled around, we had a new depart-
ment head. We now faced what some called the "double
jeopardy" course-sophomore clinical anatomy. lt turned out
to be a re-hash of first year anatomy, and suffered from or-
ganizational problems. But the review was helpful and only
As we look back now, what can be said about the value of
what we went through in these two courses? The answer seems
obvious-to treat patients one must know how patients are put
together. And many of the acts we will be performing as
physicians will be based onthe anatomy we learned in our first
months in medical school.
E. LAWRENCE HOUSE
Ph.D., ACTING CHAIRMAN
ANTHONY BOCCABELLA, Ph.D
X X N
,I Fa: 5'
'L GEORGE KozAM, D.n.s., Ph.D.
PAUL MIRANTI, M.D.
ALLAN SIEGEL, Ph.D.
ELIZABETH A. ALGER, M.D.
JOSEPH TASSONI, Ph.D.
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Like every other medical school in the United States, the
New Jersey College of Medicine is taking a critical look at its
curriculum. ln this time and place it is particularly appropriate
that our school should be doing this. As a new institution being
established in the midst of a decadent city, which can no
longer be indentified as a viable community, we have unique
opportunities for innovations in education, service and
research. The staff of the Department of Biochemistry wants to
be a part of this adventure.
No matter how discordant we may be on the ultimate form
of the curriculum, students and faculty alike agree on one ob-
iective: the medical school experience of a student must be
shortened. Toward this end we must grapple with three related
problems: CU the indentification of a "core" curriculum, C25 en-
couraging the student to have an early, continuing, and sig-
nificant exposure to research and independent study, and l3l
giving the student an early, continuing, and coordinated
clinical experience. The Department of Biochemistry is helping
to achieve the first two obiectives. Our greatest frustration, on
the other hand, is realizing some role in the student's clinical
training. Regretably, the biochemistry professor seldom sees
the student again after his first few months in the medical
school. With such stratification in medical education, it is small
wonder that both students and faculty begin to question the
"relevancy" of certain parts of the curriculum. We of the
Department of Biochemistry want to change this situation. We
want to be involved in the total educational experience of the
What should be the role of biochemistry in the education of
tomorrow's physicians? Certainly it cannot abandon its respon-
sibilities to provide the student with relatively simple models of
analytical biology early in his training. Likewise, it must con-
tinue to help the student develop some of his arts and skills for
self-education. With more elective time in the new curriculum
we can anticipate closer relationships with the iunior and
senior students. Equally important, we will also encourage
interaction with the interns, residents, and clinical fellows, I am
persuaded that this group of very busy young men must take
much more initiative in suggesting innovative experiments in
the medical education. The Department of Biochemistry will be
responsive and will do all within its capacity to assure the
achievement of our common goals.
W. R. Frisell
Professor and Chairman
As winter approached, the transition from Anatomy to
Biochemistry suggested that Spring was a long way off.
Biochemistry was a pushover if you: KAI had total recall, KBJ ac-
tually enjoyed West and Todd, or ICJ had ever won an Emil
Fischer Look-Alike contest. Kudos go to Dr. Raymond Garner,
chairman of the department and Professor Emeritus of the
Pepsi Generation, whose lectures were, despite our earlier
grumblings, superbly organized and well-delivered. Dr. Katy
Lewis deserves more than recognition for time spent keeping
the laboratory in working condition, she was by far the most
likeable and helpful of all. With regard to other lecturers, one
could only be astounded by the conciseness and alacrity of
Drs. Wanamaker and Perry, and, of course, who could forget
Dr. Sherr's sagacious wit? Many of us are still waiting to apply
our knowledge of gibrellin and that essential butterfly enzyme
to the care of our patients.
Spring finally did approach, and, as the pipe smoke
cleared, we realized that, despite a major academic exodus
the preceding year, Professor Garner and Company had
pieced together a reasonably good course which was to serve
as another conerstone in our preparation forthe clinical years.
. .0 . i
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Wilhelm R. Frisell, Ph.D., Chairman, Katherine Lewis, Ph.D
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Seated L. to R., Katherine Lewis, Ph.D., Dr. Shapiro, Dr. Van Buskirk. Standing L. to R.,
Stanley J. Sherr, Ph.D., Robert G. Wilson, Ph.D., Michael A. Lea, Ph.D., Wilhelm R. Frisell,
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The role of the physiologist in the care of patients in our
medical school environment is similar to the part played by the
best man in a wedding party. He knows he is performing a
necessary function but he also knows he isn't going to be there
for the most interesting part of the action. The physiologist's
responsibility is to research and teach the normal function of
the body. The medical student learns, with the assistance of the
physiologist, how the finely tuned human machinery sounds
when it is functioning properly. Later, he learns, with the assist-
ance of others, to diagnose and treat or repair those parts or
systems which develop malfunctions. He acquires a characteris-
tic mental skill and agility, based on his knowledge of what is
normal, which leads him through logical and sequential
reasoning to proper conclusions and actions for the benefit of
his patients. The reward for we physiologists in this game is to
observe the development of this mental characteristic in
students, to hear and see them apply their knowledge and skill
for the betterment of a patient's health and to know that we
contributed to the development of that skill and knowledge.
Strictly speaking, the medical school physiologist rarely has
direct contact with or influence on the care of patients,
however, through what our students do subsequently we feel
we make a very significant contribution to the health care of
patients in our community. More indirectly, the physiologist
continuously seeks new information concerning the mechanisms
responsible for health and disease, He shares his knowledge
with people who ultimately are responsible for patient core.
Thus, the interchange of information and ideas at this level
also is a contribution to the health care of patients.
Dr. D. F. Opdyke
Professor and Chairman
Physiology was, for most of us, the first real exposure to a
science of apparent precision and logic. Parenthetically, it was
also The first exposure for many of us to the land beyond the
Applachians. We were psyched out by The Principles of Fick,
Curves of Starling, and Laws of Dalton, and by such goings on
as Dr. Nolasko sticking microelectrodes into tiny hunks of meat.
Even The precise reproduction of a certain diagram of the
sequence of cardiovascular events proved to be a hang-up for
some of The Troops.
However nonsensical as much of this seemed to be, reflec-
tion from a safe vantage point somewhere above GB might
reveal that perhaps there was some useful relationship be-
tween a dipole and a left bundle branch block onthe EKG, be-
tween an FEV1 and the three pack a day man, or between the
enterogastric reflex and a Bilroth I in The GI bleeder. Could
observing accurately, reflecting soberly, deducing logically,
testing conclusively, and following up assiduously actually fit
in there someplace between the chief complaint and the
And as far as "the literature" goes, can any basic science
division match up against such clinical pearls as the
probability of finding a toolbox fcomplete with toolsj and a
lightbulb lwith a blue dotl in the rectum? CYearbook Series of
One can always criticize, and rightfully so, the lack of
correlation of the material with X-rays, fluoroscopy, clinical
laboratory procedures, or lGod-forbidll a real patient. The
fact remains that most of the material the Physiology Depart-
ment presented to us can now be applied to our own patients,
even though this fact was then cleverly camouflaged under
laws, curves and principles.
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DAVID OPDYKE, Ph.D., CHAIRMAN
Seated L. to R. DAVID OPDYKE, Ph.D., CHAIRMAN, J.
Ph.D., T. FRIGYESI, Ph.D., Standing JOHN BAUMAN,
27 Ill, M.D.
B. NOLASKO, M.D., FRANK FERRANTE,
Ph.D., DR. SCHNEIDER, JOSEPH BOYLE,
.IOHN BULLOCK, Ph.D.
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The role of the Department of Microbiology in patient care
could be most accurately characterized as preparative and
supportive. The preparative function is concerned lil with the
presentation of the basic principles of immunology, allergy,
transplantation, autoimmunity, microbial structure, replication
and genetics, and mechanisms of chemotherapy, C21 with the
illustration of these basic principles in infectious disease with
particular reference to pathogenesis, laboratory diagnosis,
epidemiology, prevention and control. Together with in-
terrelated material provided by other departments in
biochemistry, anatomy, physiology, pathology, pharmacology
and preventive medicine, the student should be prepared to
apply this knowledge as he encounters infectious disease in
the patients under his care as he progresses through the
The supportive role in patient care is the primary
responsibility of Dr. Kaminski, the Director of the Bacteriology
Laboratory, who holds a joint appointment in the Departments
of Pathology and Microbiology. Assisted by several
experienced bacteriological technicians, Dr. Kaminski is in
charge of the isolation and identification of microorganisms
from clinical specimens submitted to the laboratory and the de-
termination of the sensitivity of the micro-organisms to antibi-
otic and chemotherapeutic agents.
Formal instruction in the practical aspects of clinical
microbiology occurs during the clerkship in pediatrics when, in
the mornings for one week, each student works closely with Dr,
Kaminski. ln this period the student learns by actual experience
how the specimens are processed, how infectious agents are
isolated and identified, how antibiotic sensitivities are deter-
mined and how the results may be interpreted.
As an expert consultant, Dr. Kaminski is available to all
students throughout their clerkships, to the house staff and to
the attending physicians. As a member of the Hospital Infec-
tious Disease Committee, Dr. Kaminski is able to provide essen-
tial information on which effective iudgements designed to
control hospital infections can be based. ln addition, Dr.
Kaminski is aware of the special interests of the other members
of the Department of Microbiology in phage typing, in
mycoplasma, in Virology, and in other areas and can call upon
them for assistance when required.
Dr. Bernard A. Briody
Professor and Chairman
Microbiology! We heard about it almost from our first days
as freshmen medical students. The grapevine said it would be
our toughest basic science course, and so it was for most of us.
We were told that all we had to do to pass the course was to
pass the final exam. It soon became apparent that this would
not be particularly easy. The course content seemed to include
everything necessary to make us Ph.D's in microbiology. And
how many hours did we spend in that overheated lab? As time
went on we found out that it did make a difference whether or
not your afternoon conferences were given by Dr. Briody, for
he was the source of most of the information needed for the
Of course, now that we have progressed to the comparative
safety of the clinical years, we can look back and recognize
that, with the exception of the highly arbitrary criteria for
passing or failing, microbiology was one of the better courses
we encountered. The lectures and labs were well attended by
both faculty and students. We certainly cannot complain that
we were not exposed to enough immunology! Nor were we
short-changed in other aspects of the speciality.
.When iunior year finally arrived, we found out that some of
the "stuff" we had learned in Microbiology could actually be
used to treat patients. Occasionally, it came in handy to know
what organisms were most likely to be responsible for a pa-
tient's infection. Knowing what antibiotics to use in a given
case became practical knowledge rather than memorized
trivia. In short, we found that in Microbiology we had acquired
a basis to help us make clinical decisions later on. And maybe
that was what the course was all about in the first place.
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BERNARD BRIODY, Ph.D., CHAIRMAN
Seated L. to R.
Geoffrey Furness, Ph.D.
Bernard Briody, Ph.D., Chairman
Pasqual F. Bartell, Ph.D.
Marvin Schwalb, Ph.D.
Emmett Bassett, Ph.D.
Arthur Krikszens, Ph.D.
Roswell Coles, Jr., Ph.D.
Lawrence Feldman, Ph.D.
wk W , Q
ZIGMUND KAMINSKI, Ph.D
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The primary purpose of a physician is the care ofthe sick. A
pathologist is a physician and, in the last analysis, everything
he does is directed to that end. The understanding of the na-
ture of illness is in reality the obiective of pathology whether it
be approached as an investigative or diagnostic problem or a
combination of both.
In practice a pathologist is closest to the immediate problem
of a sick individual when he is concerned with the evaluation
of a biopsy. Until recent years biopsies were usually thought of
only as a means of determining the presence of and type of
neoplastic, or possibly pre-neoplastic process. This is still a
maior part of a pathologist's work and one that is very ob-
viously critical forthe patient in terms of life or quality of life.
Twenty or twenty-five years ago when the evaluation and
significance of cervical carcinoma in situ became a maior
problem, a large number of young women were subiected to
total hysterectomy because of atypical cytologic changes in
the cervical epithelium. lt may well be true that an unknown
number were thereby spared the later development of a disas-
trous disease, but it is equally true that a large number were
condemned to barreness with all the distressing personal
problems that may change the quality of life. It has
required careful study by a large number of pathologists to
refine diagnostic criteria to the point where more accurate
evaluation may lead to the best possible treatment for non-
treatmentj of the individual.
The increasing utilization of biopsy methods, particularly
electron microscopy, in an understanding of many renal
diseases has allowed the clinician to estimate prognosis with a
high degree of accuracy and, in some instances, to select
therapeutic approaches guided by the fine structural altera-
tions observed by the pathologist.
There still exists a curious misapprehension that a
pathologist arrives at interpretive decisions by some sort of
semiautomatic process. Many biopsies, it is true, can be in-
terpreted without any information about the patient. But many
cannot be made meaningful without full information of the
clinical manifestations of the problem. All of this demands of
the pathologist that he have a sound basis of clinical medicine
and that he be thoroughly imbued with the hallmarks of the
conscientious physician-a deep personal concern tor the in-
dividual human being who is the reason for our professional
Hugh G. Grady, lVl.D,
Professor of Pathology
"ln the last analysis, only if we remember that the physician
is the servant of his patient, not his master, will we be filling
the high and unique obiective of our profession which is to ef-
fect the greatest good for the human person under our care."
-Hugh G. Grady, M.D
The biggest pair of eyebrows we had ever seen before en-
tered the lecture room, quickly followed by an unmistakably
Irish face. They belonged to Dr. Grady, professor and chair-
man of the department. His iob was to intimately acquaint us
with the enemy-disease and death. He did this and more, for
it was here that we first began to experience the human
implications of the profession we were studying. Molecules live
in test tubes, the patient at autopsy once laughed and cried-
and all too often drank.
Ernesto C"Focal-Local"I Salgado taught us about kidneys
and arteries, and left some of us with the impression that most
subjects in pathology are definitely indefinite. Mohammed
C"Five things are important. Number two is .. ."I Khan
delivered several marathon lectures on the liver and the eye
which taxed our cluneals, but were informative. William D.
Sharpe is, in the last analysis, William D. Sharpe-red han-
derchief, Htrusty' Hamilton railroad watch, and seventeen
piece buttoned-down wit. He will be loved by some, hated by
others, but forgotten by none.
30 WILLIAM SHARPE, M.D.
HUGH G. GRADY, M.D.,
.- ug .g-I ri
OSCAR AUERBACH, M.D
.M f.- . 'E
ERNESTO SALGADO, M.D., Ph.D.
MOHAMMED KHAN, M.D.
FRITZ TASSY, M.D. DAVID DREIZIN, M.D.
W fm' 1 ' W W
Pharmacology is a discipline which has relevance to people
in general, since it is from this branch of medical science that
the physician must gain a proper rationale for the intelligent
and informed use of drugs. In prescribing for a patient, con-
sideration must be given not only to the action of the drug, but
also to the length of time it will be effective, dose-response
relationships, absorption, metabolic fate, excretion, and side
effects. At the present time, this information is gained primarily
in the first instance from animal studies, but the ultimate phar-
macological usefulness of a drug must depend on its being
thoroughly tested as a clinical agent both for safety and ef-
The Medical Pharmacology course at the New Jersey
College of Medicine and Dentistry is designed to provide a
learning experience for sophomore medical students to qualify
them to deal with problems in pharmacology in the clinic.
Students are given a firm background in the principles of phar-
macology and the pharmacodynamic properties of drugs, with
the aim of correlating clinical science with current information
on the pharmacological aspects of basic drug action. The
course, therefore, provides a bridge between the basic sciences
and clinical disciplines.
A series of fundamental lectures in pharmacology is present-
ed supplemented by laboratory classes, clinical demonstra-
tions, case presentation, and individual and group
conferences. Included in the subject matter are topics in basic
principles of pharmacology, autonomic pharmacology, action
of drugs in the central nervous system and peripheral nervous
system, psychopharmacology, cardiovascular pharmacology,
diuretics, gastrointestinal drugs, endocrines, narcotics,
chemotherapy, prescription writing and laws regulating the
use of drugs in man.
Laboratory classes are provided to give practical
experience in bioassay, drug metabolism and experiments
demonstrating hemodynamic responses to adrenergic and
cholinergic drugs in animal experiments. Laboratory demon-
strations illustrate principles and practical applications of local
and general anesthesia.
Clinical demonstrations and case presentations are used to
relate the basic pharmacology to actual clinical problems in
drug therapy. Students are divided into small groups for case
presentations at the bedside, ward rounds and observation of
techniques for monitoring the action of drugs in patients.
Clinical demonstrations include dialysis procedures to illus-
trate principles involved in the absorption and distribution of
drugs across membranes. Actions of adrenergic drugs in pa-
tients with cardiopulmonary diseases, and pharmacological
responses to L-DOPA in Parkinson's Disease are demonstrated
in clinical sessions with small groups of students. Case presen-
tations cover topics in pharmacogenetics, chemotherapy,
psychopharmacology, toxicology, and endocrinology.
The ultimate goal of our teaching in pharmacology,
therefore, is to provide an educational experience which will
help the student develop sound and critical clinical iudgment
in the proper use of drugs in disease states and to give him a
useful background from which he may approach his patients
with the assurance that he will have ready the knowledge to
avail himself ofthe best form of therapy to treat particular sit-
uations as they arise.
D.D. Bonnycastle, PhD
Professor and Chairman
Department of Pharmacology
Pharmacology represented the last chapter of the basic
sciences as we eagerly anticipated the upcoming clinical years.
lt was the department's iob to give us a firm background in the
general principles governing the activity and uses of drugs and
to impart to us the ability to critically evaluate the utility of
new drugs. ln two short clinical years we have seen innovations
with new drugs and the fading of older ones. ln view of this
fact it appears that the ability to evaluate new drugs shall be
the most important contribution Pharmacology could impart to
us. Only time will tell, but one has the feeling that this obiec-
tive was accomplished.
Although Pharmacology had its weak points and anesthetiz-
ing moments, it succeeded in getting the subject material
across without threatening anyone's academic lite, by giving
fair exams, and by offering labs which were more pertinent
than any up to that time.
Little did we know at the time that the true meaning of this
discipline would be taught to us by the patients we were to
see. To see an individual breathe easier after relief of his pul- DESMOND D. BONNYCASTLE, M.D. PI1 D
monary edema, to see one relieved of pain or an agitated pa- CHAIRMAN
tient become tranquil-these were the real lessons of Phar-
Seated L. to R. Eileen Eckhardt, Ph.D., Desmond D. Bonnycastle, M.D., Ph.D., Chairman: Mary Mycek, Ph.D.
Standing, Dr. Kaul, George Condouris, Ph.D., Henry Brezenoff, Ph.D., Duncan Hutcheon, M.D., Ph.D., Sheldon
B. Gertner, Ph.D., David S. Von Hagen, Ph.D.
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No where more Than in Olosfefrics and Gynecol-
ogy does The pafienf need The combined services of
The physician as Teacher and healer. Healfh surveyor,
cancer screener, dieTary insfrucfor, sexual counselor,
surgeon, reliever of dysfuncfion, pain and fear are
involved. Some of These services The pafienf seeks,
ofhers she should be persuaded To accepf. The pa-
TienT may need guidance in her roles as loved one
and lover, moTher To be and mofher and The focal
poinf of The family. No Therapeufic program aimed
aT susfaining or resforing healfh will prove enfirely
effecfive unless iT is designed in lighT of The paTienT's
ToTal siTuaTion. Technical skills save lives and resTore
funcTion. Proper guidance prevenTs disease and aims
aT inTegraTed safisfying performance.
Harold A. Kaminefzky, MD.
Professor and Chairman
The Ob-Gyn Department's activities began during second
year Physical Diagnosis at St. Elizobeth's Hospital. The instruc-
tions in diagnostic techniques and a brief exposure to the
problems of labor and delivery were followed by some limited
practical experience during our iunior clerkship at the some
hospital. Although a "hands off" attitude prevailed, we
gleaned an occasional service case. Other aspects such as Dr.
Andreson's "coffee rounds" and Dr. Clitheroe's iournies on the
hormonal path through the garden of A. O. will remain
foremost in our memories. However, we felt then that there
was always next year.
Senior year arrived and, having heard ot the knowledgable
and willing house staff and the activity at Martland, we an-
ticipated the encourited with enthusiasm and "pruritis digiti."
Although the house staff's teaching left something to be
desired, on the delivery floor things were hectic. The penthouse
or bullpen was always a hotbed of controversial issues until
someone knocked on the door and said, "Warm up, next one's
yours." The other rings of activity, namely the Gyn ward and
the clinics were less hectic but informative.
In addition to our exposure to the subiect, one cannot omit
mentioning exposure to men such as Dr. Riva, a physician and
teacher admired by all. Those of us who knew Dr. Breen can-
not help realizing the loss to the school which his departure
meant. Before we knew it, our introduction to Ob-Gyn had
come to a close. For those entering the speciality it was a
beginning, and to the rest of us a memorable experience.
A1 l J
JAMES L. BREEN, M.D.
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JOHN H. CLITHEROE, Ph.D.
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PAUL S. ANDRESON, M.D. HUMBERT L. RIVA, M.D
HERIK CATERINI, M.D.
At the heart of medicine must dwell an abiding concern for
the welfare of patients. Unfortunately, the wisdom of this
premise has not always been honored-especially of late.
Without question, the emergence of medicine as a science and
the increasing pre-occupation of medical educators with
research have spawned a climate highly favorable to the ad-
vancement of knowledge. Nevertheless, this has been a mixed
blessing, for it has also produced a waning of that precious
element of personal regard for human suffering which
characterized the physician of yore. lronically, in producing
better scientists our schools of medicine have often created
The shift emphasis from concern for the sick individual to
concern about his disease has been gradual, subtle, and
doubtless unintentional, but it has not gone unnoticed. Indeed
it is the basis for most of the dissatisfaction of patients with the
present state of medical care.
Still, there is hope on the horizon. Exhortations for a change
in attitude are becoming increasingly evident from within
medical ranks as well as from without, and it is heartening that
among the loudest of voices raised in protest are those of the
current generation of medical students. This bodes well for the
ln the final analysis, the patient is truly the tulcrum of
medicine. Physicians and students alike must never lose sight of
this, for dedication to the cause of patients is at once the
source of great strength to the profession as well as the key to
lasting personal satisfaction for those who labor in its
Franklin C. Behrle, M.D.
Professor 81 Chairman
Department of Pediatrics
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Who can forget his first introduction to acute medicine on 3-
south and 3-north? Traumatic, perhaps, when contrasted with
the controlled rambling pace of the V.A., but an arousing oasis
for students eager to see disease from its origin. It was a wel-
come change to have a case that was a first MHU admission
for a 2V2-year old female rather than a seventh EOVAH ad-
mission for a 78-year old male-a beginning at the beginning,
the satisfaction of unadulterated illness, But more than
academics was at hand. More than ever was the emotional in-
tertwined with the intellectual consideration of medical care,
for what could be more disheartening than a helpless child?
What could be more noble than restoring reasonable health to
this child? And what could be more amazing to an EOVAH
trained Junior Medical Student than to admit, work up, treat
and discharge a patient cured, in one week's time!
Perhaps the only happening that stupefield more was Dr.
Kushnick's rounds, which were about as far from the classical
"shitting dullness" as one could get. Few will forget, when
asked by Dr. K., "What else might the patient have?" the lull
before the cerebral storm. How many students, when asked if
he did the 12 tube test on the CSF reported in the 1965 Nor-
wegian Journal of Pediatrics, thought, but dared not say,
"Why, no, that one iust slipped my mind." Replying iust, "No,"
would seldom provoke a diatribe thought, and the student
would be last seen scurrying toward the library. Enthusiasm
ran high in the department and everywhere was a desire to
teach. Almost no one will ever forget that the right heart
shadow disappears in right middle lobe pneumonia. And no
one who was there will forget that a certain Senior's reply,
when asked to name the condition of the baby with the very
large head, was "Microbody?"
Clinical Associate Professors Duffy, Halber, Jennings,
Perkel, Rumsey and Statman along with Clinical Assistant
Professors Alexander, Antillon, Charles, Ford, Hudson, Leer,
Marano, Mintz, Panzer, Raffetto, Ross, Venin, Vogt and Willner
all deserve mention. How else will everyone know they were
THEODORE KUSHNICK, M.D.
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FRANKLIN C. BEHRLE, M.D., CHAIRMAN
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ASUNCION A. RELOZA, M.D.
BURTON FINE, M.D.
BARBARA A. GLISTA, M.D. JOAN A. ARBOIT, M.D. J. EASTON, M.D.
PAUL A. WINOKUR, M.D.
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The "psychiatric" care of the non-psychiatric patient-the
patient whose primary condition is not defined as psychiat-
ric-rieither is nor should be a monopoly of psychiatrists. ln-
stead, it should be every doctor's iob.
Perhaps this component is better termed the "verbal side of
medicine." Aside from history-taking and direction-giving, the
verbal side of medicine is primarily concerned with the
management of two major entities, anxiety and grief. Most of
the physician's patients are anxious, their anxiety is usually a
result of their symptoms, but often is a cause, or both a cause
and a result. Many patients, and their families as well, suffer
from grief in anticipation as well as in its direct expression.
ln the immediate, or physician-relieving, management of
anxiety and grief, simple reassurance is probably better then
nothing, but it leaves a great deal to be desired. The scientific
management of either requires much more than reassurance. it
requires first of all empathy, which is not the same as sym-
pathy, and is more than compassion. An empathic response, a
proper empathic response, requires time, and that's the real
rub. It requires time that connot be used as well or anywhere
near as well by anyone else on the medical team as by the one
physician who is perceived by the patient as primarily respon-
sible for his care. For that reason, if for that alone, it is poor
medicine to try to save time by immediately passing the
troubled patient on to the psychiatrist or to the priest or to the
nurse or to anyone else. Later, maybe, if referral is indicated,
but only after the key physician has taken the time, the em-
pathic time, to understand the indications.
Unhappily, the verbal side of medicine is not easily
measured, and it can virtually be avoided without risk either of
malpractice or of looking bad on the chart. From this limited
viewpoint, "talking medicine" is, relatively speaking, a luxury.
And when money and manpower are in short supply, as at
Martland, the luxuries are likely to be overlooked.
Not that "talking medicine" really is a luxury. On the con-
trary, l think it's the maior factor that stands between us-
physicians-and a computerized, depersonalized medical
technology of the future, with the physician spending all day
at the console watching the printouts as a radiologist watches
That threat, and all that's implied with it, make talking
medicine no luxury. lt may be the key to our survial as a
profession. By the time you finish your residencies, there will be
many changes in the distribution of medical care. Some of
these changes, such as the continuing trend towards super-
specialization, are likely to reduce even further the emphasis
on talking medicine. Martland, with all its limitations in both
money and manpower, has already moved too far in this direc-
tion. Perhaps tha1's why it's the place to start doing something
Knight Aldrich, M.D.
Professor and Chairman
Although we had waited a long time for a chance to prac-
tice clinical medicine, our first experiences two years ago were
met with varying degrees of trepidation. We had to adiust to
dealing with patients instead of basic science professors. This
transition shook some of us up because it meant our abilities to
communicate and empathize had to be used as they had never
We each rushed ahead with our own personalized physician
identity crudely created from past daydreams and old novels.
We treated patients and we related to them with varying
degrees of success. In our haste we did not see ourselves
developing into the doctors that we are now. Part of our
development was of course due to our increased sophistication
in clinical medicine, but so much of what we are now is due to
the patient and the way he interacted with us.
Not until Psychiatry did we have a chance to examine the
physician-patient relationship as a prime mechanism in the for-
mation of ourselves as doctors. On Psychiatry, with its less
demanding schedule, we learned in depth not only about the
patient as a person but ourselves as well. Alcoholics, who were
handled so routinely on Medicine, became individuals capable
of expressing and eliciting strong feelings when seen on
Psychiatry. We began to understand for the first time how the
patient was shaping out indentities. He was developing our
sense of empathy as we listened and understood his agonies
and failures, or he was hardening our receptivity as we heard
his deceit and recognized it as such.
While on Psychiatry many of us discovered contemporary
problems that plague our society, but which had been far from
us because of the cloistered medical school environment. We
had seen the end result of social decay at Martland, but on
Psychiatry we began to gain reasonable first hand insights as
to why such a mess existed. We had long sessions with heroin
addicts Cwho were upset because their I2 year old brothers
were on dopej, abandoned children fwho told us about all the
presents they hoped to received at Christmasl, teenagers on
LSD Iwho swore that their minds had not been destroyed and
that their attemped suicide meant nothingh, unwed mothers
fwho claimed it would never happen againj, and Viet Nam
veterans Iwho talked unintelligibly through a psychotic hazel.
Many of us had been hardened by the cheapness of life as we
found it in Newark. Psychiatry served to remind us of how
tremendously deep and complex each human life can be, and
how valuable it is.
ln effect, the patients seen on Psychiatry have confronted us
with our own weaknesses as well as those of society. The
psychiatric patient has increased our awareness of the world
we are about to re-enter, but more importantly, he has led us
to introspection and critical self-evaluation of our roles in
medicine. GOOD-BY HARRY, WHEREVER YOU ARE!!!
DAVID ABEL, M.D.
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C. KNIGHT ALDRICH
M. D., CHAIRMAN
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WILLIAM A. LAYMAN, M.D, HAROLD S. FELDMAN, M.D., Ph.D
RTON L. KURLAND, M.D.
LEO SHATIN, Ph.D.
ALVIN FREIDLAND, M.D.
ANGELO DANESINO, PhD.
JOSEPH L. MORROW, M.D. ROBERT ADAMS, M.D.
BY POPULAR REQUEST . , .
KENNETH BERMAN, M.D. GOOD OL' HARRY
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The goal ot any medical school service must be to set an
example of excellence Tor The undergraduate, postgraduate
and community physician. Medical excellence can only be
measured in terms of patient service. Therefore, the role of
our Surgical Service is to render patient care as close to the
ideal as possible to patients with diseases correctable by sur-
gical means. A common view ot surgeons is otten dominated
by The drama of the operation. Alton Ochsner, a famous sur-
gical educator, once said, "l can train a man to operate in six
months but iT takes six years To train a surgeon." Thus, in pa-
tient care on a Surgical Service, the diagnosis of The disease,
The selection of patients Tor operation, The preoperative prepa-
ration, postoperative care and follow-up care probably equal
or exceed in importance The operative act itself.
ln carrying out our tunction as surgeons in This institution, it
is my hope that we will constantly improve our ability To es-
tablish or confirm diagnoses, to identity those patients who
cannot tolerate surgery, to select accurately the most physio-
logical and appropriate procedures for the disease under
treatment, to conduct The operation precisely and to carry the
patient through the postoperative period with a thorough
understanding of the physiological and biochemical changes
which we have created. To obtain these goals, the surgeon
must interrelate with all of the other specialities but must be
well enough trained and broadly enough based so that he can
adequately evaluate not only his own competence but also the
validity ot consultations he receives.
Dr. Beniamin F. Rush, Jr.
Professor and Chairman
Essentially, for the student of surgery, any teaching hospital
should provide an abundance of clinical material, a variety of
surgical methods and opinions, adequate contact with patients
and their problems and, especially, a full measure of discus-
sion, instruction ond student involvement. The attempts of Dr.
Lazaro and Dr. Malfitan to achieve these goals have been
greatly augmented by the addition of Dr. Beniamin Rush. How-
ever, the basic lack of varied clinical material, the almost com-
plete lack of discussion, instruction and involvement on the
part of a considerable number of the house staff and the in-
completeness of the patient-doctor relationship in this atmos-
phere still leave extensive areas of possible improvement be-
fore Martlancl deserves the binding title of "teaching hospital."
Unfortunately, those members of the house staff and faculty
that have shown duty above and beyond their call number
few. But the fact stands that those few, because of their ex-
ceptional ability ancl time-consuming effort, have, even in the
face of immovable obstacles, given us the opportunity to
achieve certain goals on the basis of our own ability and in-
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ERIC J. LAZARO, M.n. W 't
JAMIN F. RUSH, M.D., CHAIRMAN
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KUNIKATA HAMADA, M.D.
VINCENT SCUDESE, M.D.
ALBERT H- I-EVY, M-D. JOSEPH J. SEEBODE, M.D.
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JOSEPH J. TIMMES. M.D. JOHN J. KNIGHTLY, M.D.
NICHOLAS J. DEMOS, M.D.
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CHRISTINE E. HAYCOCK, M.D. HARRY A. KAPLAN, M.D.
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EUGENE GARROW, M.D. 1osEPH J. AMSTER, M.D.
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- WEISSMAN, M.D. MADHAV H. KAMAT, M.D. SIDNEY KETYER, M.D.
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MONICA L. ALENIEWSKI, M.D. MAXWELL MALAMENT, M.D
RICHARD C. MALFITAN, M.D.
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OSCAR SERLIN, M.D.
ANITA FALLA, M.D.
JAMES M BLACKWOOD, M D
if NAE KWAN CHEUNG, M.D.
M. HENLEY, M.D.
S. BONGIOVANNI, M. D.
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ROBERT B. EDELMANN, M.D. PETER P. POULOS, M.D
The Department of Medicine at this Medical School has
three inseparable and complementary responsibilities and
functions: education, research and patient care. Its activities
are centered at the Martland and East Orange Veterans Ad-
ministration Hospitals. Involvement with the community is sub-
stantial. One direction is indicated by the recent affiliation
with the Newark Beth Israel Hospital.
The educational responsibilities start practically the day the
student arrives at the Medical School, and increase through the
four years of the present curriculum, the internship, and the
residency and speciality training periods. They include continu-
ing education and programs for practicing physicians. The
student's involvement with patients and his responsibilities also
increase each year and, as an interne, he is the patient's
physician. During the subsequent years, teaching responsibili-
ties of the students and house officers also increase and so do
the opportunities for participating in the development and
application of new diagnostic and therapeutic methods and
procedures. Further, students, house officers and faculty en-
counter at first hand problems of urban American and can
play an active role in the handling and prevention of some of
them: malnutrition, alcoholism, drug addiction, environmental
pollution, social and economic problems as well as health
The research programs of the Department are varied and
range from clinical studies relating to delivery of health care
to fundamental studies involving only bench work. These
research programs are essential to the Department of
Medicine. Participation of students, house staff and faculty en-
sures a spirit of inquiry, a willingness to doubt dogma and a
determination to learn and to extend knowledge and to apply
The Department of Medicine participates directly in patient
care in many places. The most obvious are the medical wards
and the Coronary Care Units. The Department also has a large
share of the responsibilities for Ambulatory services, the Emer-
gency Wards, the Ambulance Service and the Holding Ward.
In addition, the Department collaborates in the Drug Detox-
ification program and in the care of patients admitted to the
Psychiatric Ward. Participation in the development of satellite
health centers and in preventive programs is planned as is ex-
tension of the concept of comprehensive family health care so
effectively initiated by the students. The Department is now
providing a measure of direct care for the population in the
area immediately surrounding the Martland Hospital. It can
increase the scope of its patient care activities and must do this
without hindering the fulfillment of its other responsibilities and
functions. It must seek to improve the quality of the patient
care that is delivered in its hospitals and clinics. Progress has
been made at the Martland Hospital. A more modern out-pa-
tient facility is being built, new equipment is coming into
Radiology and the Laboratories, there is more equipment on
the wards, additions to the faculty are being made. Much
remains to be done. We need more nurses, more clerks, more
technicians and more orderlies and we also need improved
and increased facilities of all types. Progress to date is only a
very small step forward.
The quality and quantity of patient care do depend on fac-
tors such as facilities, equipment and perhaps the ameni-
ties. However, in the long haul, patient care depends mainly
on the physicians who, as students, as house officers in their
formal training period, and as practicing physicians and
teachers, are determined to strive for excellence in helping the
sick, in preventing disease, in developing new knowledge and
in applying it.
Francis P. Chinard, M.D.
Professor and Chairman
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On no other service was the patient-physician relationship
more real and no where did we learn more from our patients
than on Medicine.
Physical Diagnosis offered us the long-awaited first ex-
posure to the patient. Having conquered the enigma of Dr.
Schwartz's 43-page schedule, we set out for various hospitals
around the state to apply our recently acquired skills. As we
listened carefully for the nebulous "fttt ta da ruh" we could
not help breathing easier when the patient would interiect,
"Hey doc, why don't you try listening over here for aortic in-
Junior Medicine at the V.A. showed us that we could
still learn something from a cirrhotic's l5th EOVAH admission.
We waited in trepidation for Dr. Leevy's rounds. One can still
hear Dr. Leevy asking, "What are this man's urine
porphyrins?" Although we learned how many milligrams of
sodium are in an egg, we also become aware of a question
which we shall ask ourselves over and over again in the future-
"What can we do for this patient?" For some, Medicine at the
V.A. was the SMA-l2, interesting ward chiefs, and less
interesting patients. For others it was disposition problems, cof-
fee and donuts, and late night sessions with the microscope. To
all it was a beginning.
Senior Medicine at Martland gave us an entirely different
perspective. As acting interns we were given the opportunity to
see and treat acute medicine, female medicine, first hospital
admissions, and the chance to really manage the patients our-
selves. Dr. Nussbaum's excellent course in Lab Medicine did
not prepare us to interpret lab results such as "quantity not
sufficient," "tube too full," or "IV running." Our patients
presented us with problems of differential diagnosis such as
"the miseriesf' They also made us acutely aware of social
problems such as drug addiction, poor nutrition, welfare, etc.
Although it had its frustrating moments, in retrospect, the ward
medicine rotation at Martland was where the action was and it
gave us the first semblance of professional confidence. One
could go on and on mentioning those professors from the
Department of Medicine who played such an important role in
our education and rightfully so. But let us reflect back to the
statement above: "What can we do for this patient?" and
pause at this time to ask ourselves, "What did this patient do
EDDY D PALMER M D
ALLEN B. WEISSE, M.D.: TIMOTHY J. REGAN, M.D.
JAMES A. McA'NULTY, M.D
. A K X
MURRAY NUSSBAUM, M.D.
LEWIS A. BRODKIN, M.D. '
A - ARTHUR s. GLUSHIEN, M.D.
. Q FRANZ s. STIEGLMAYR, M.D.
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,LH -X STUART BASKIN, M.D
SIDNEY TRUBOWITZ, M.D.
PHILLIP O. ETTINGER, M.D.
KENDRICK P. LANCE, M.D.
MICHAEL GUTKIN, M.D.
Raymond A. Troiano, M.D.: Frederick A. Pereira, M.D.p Molvin X
Cole, M.D., Fidel V. Exconde, M.D.
I ' ' . :Ie
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JACK H. DADAIAN, M.D.
RICHARD M. EFFROS, M.D.
GILBERT E. LEVINSON, M.D.
ALFRED MARGOLIS, M.D.
NICHOLAS Y. LIM, M.D.
ANTHONY S. KING, M.D
BUNYAD HAIDER, M.D. RICHARD G. CO, M.D.
GEORGE .I. STEPHENS, M.D. I L
AGRIPINO RELOZA, M.D.
WILLIAM LOWE, M.D.
GADIEL SMITH, M.D.
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VICTOR GROISSER, M.D.
ALLAN THOMSON M D
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RALPH MILLER, M.D.
LUBA STEFANIWSKY, M.D.
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GEORGE LORDI, M.D. HERMAN BIRKNER, M.D.
ELIZABETH MUNVES, Ph.D.
JOEL CANNILLA, M.D.
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The New Jersey College of Medicine and Dentistry has
made a unique commitment to the community in which we
reside. The agreements among the medical school, state ancl
community call for the college to initiate a program for
comprehensive health care for the medically deprived areas of
Newark, said program to be carried out with the help and
approval of a Newark Health Council which is made up of
providers of health care and community representatives. Nine
of the latter directly relate to the Division of Health Care
of the Department of Public Health and Preventive Medicine.
The Department will present to the Newark Health Council a
position paper with recommendations which will serve as the
initial step in formulating a full proposal for a network of com-
munity based health centers each relating to a specific back-
Additionally, the Department of Public Health is develop-
ing several divisions relating to specific community problems.
These include a division of epidemiology concentrating on in-
fant mortality and a division of pollution and toxicology con-
centrating on trace metal poisoning. This is particularly impor-
tant in Newark where lead poisoning is a maior problem.
A substantial drug abuse unit is involved in detoxification of
addicts, referral to a variety of treatment modalities and then
extramural evaluation of the various treatment units. Because
of the efforts of nine senior medical students we have
developed a program for high schools consisting of sur-
veillance of drug abuse, lectures, small seminars, and an
evaluation of the impact of the education programs.
Thus, the Department of Public Health and Preventive
Medicine is deeply involved in problems plaguing the com-
munity around us.
Donald B. Louria, M.D.
Professor and Chairman
DONALD B. LOURIA, M.D
PUBLIC HEALTH AND
E WAYMON C. LATTIMORE, M.D.
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EDWARD WOLFSON, M.D.
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JUDITH KOREK AMOROSA, M.D
LONG ISLAND UNIVERSITY
JOSEPH T. BAGAMARY, M.D.
RU TGERS UNIVERSITY
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SETON HALL uN1vERs11Y
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ALFRED P. BERTAGNOLL, M.D.
UNIVERSITY OF NOTRE DAME
RICHARD H. BLUM, M.D.
THE GEORGE WASHINGTON UNIVERSITY
JOHN J. BORKOWSKI, M.D.
SETON HALL UNIVERSITY
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PAUL M. BOTHNER, M.D
M.l.E., CORNELL UNIVERSITY
CRAIG S. BROWN, M.D.
MURRAY STATE COLLEGE
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FLORINDO J. CELONA, M.D
PAMELA S. CHAVIS, M.D.
COLLEGE OF ST. ELIZABETH
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DANIEL J. COLETTA, M.D.
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sr. PErER's COLLEGE
ROBERT B. DAVIS, M.D.
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MARK M. EULE, M.D. A
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FRANK H. FISH, M.D
uNlvERs1TY OF ROCHESTER
ARTHUR M. FLIPPIN, M.D.
WESTERN RESERVE UNIVERSITY
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JOHN J. FOTE, M.D.
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EDWARD W. FREEDMAN, M.D.
UNIVERSITY OF ROCHESTER
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ALAN D. HUGHES, M.D.
ST. PETER'S COLLEGE
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FRED H. HYER, M.D.
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GEORGE KIHICZAK, M.D
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THEODORE J. KRAWIEC, M.D.
UNIVERSITY OF NOTRE DAME
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LEWIS T. LADOCSI, M.D.
NEWARK COLLEGE OF ENGINEERING
STEVENS INSTITUTE OF TECHNOLOGY
RONALD LAKUSIEWICZ, M.D.
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RICHARD J. LOMBARDO, M.D
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BURTON MAYROWETZ, M.D
JOHN R. MIDDLETON, M.D.
COLLEGE OF THE HOLY CROSS
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sr. PErER's COLLEGE
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GEORGE W. NEMETH, M.D.
UNIVERSITY OF PITTSBURGH
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JOHN .I. PAULHUS, M.D.
UNIVERSITY OF CONNECTICUT
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MICHAEL T. PLANTE, M.D
MICHAEL W. POZEN, M.D
ROBERT L. RANLEY, M.D.
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ROBERT H. RECK, M.D.
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PETER J. ROTOLO, M.D.
ST. JOHN'S UNIVERSITY
ROBERT J. RUBANO, M.D.
sr. PETER'S COLLEGE
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JAMES R. SPADONI, M.D
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BURTON L. SPEISER, M.D.
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JAMES L. STAMMER, M.D.
PENNSYLVANIA STA TE UNIVERSITY
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KENNETH G. STERN, M.D.
B.PH., RUTGERS COLLEGE OF PHARMACY
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ARTHUR J. TORRE, M.D
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CURTIS M. WILLIAMS, M.D.
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LEWIS D. ZINKIN, M.D
The Class of l97O wishes to extend our thanks to
all those teachers who, by virtue of their exceptional
ability to teach, organize, and relate, helped make
our education worthwhile. Many of these individuals
have been honored in previous yearbooks, therefore,
we would like to take this opportunity to single out
new acquisitions to the faculty and younger members
of the teaching staff who we feel are worthy of
BENJAMIN RUSH, JR., M.D. a long
awaited arrival . . . a surgeon at the helm
interested in teaching surgery and a corner-
stone around which a strong department
shall hopefully evolve.
MICHAEL LYONS, M.D. . . . his comments in
the realm of clinical pathology added per-
spective and completeness to many a con-
l . li-"fi it
t f ti.
MICHAEL GUTKIN, M.D .... a gentleman
whose intelligence, friendliness, and hard
work made junior medicine worthwhile.
BUNYAD HAIDER, M.D. . . . an asset to the ,
school, an asset to us, an asset to the science
of clinical cardiology.
STUART BASKIN, M.D .... his lucidness
helped put the electrolytes into solution.
RICHARD CO, M.D. . . . a rare combination HERMAN BlRKNER,M.D .... living proof that
of vast clinical knowledge, mastery of the NJCM can produce a physician and teacher
literature, and above all, the ability to teach. ofthe very highest caliber.
FIDEL EXCONDE, M.D. .. . his humor and
FLOR YUZON, M.D. . . . with enthusiasm and interest in feUCl"if19 helped US fl"f0U9l1 fhe
availability he single-handedly carried maze of P'-'1il"WUY5 and 'racis-
Martland's department of gastroenterology.
NAE KWAN CHEUNG, M.D .... a fine word
chief and CI compassionate surgeon.
l ' -3
DONALD LOURIA, M.D .... with yellow pocl
and the desire to build, he mode the trip JACK DADA'ANl M.D- H - G first rate
from across the river and added new dlmen- Cnnicion who helped fined the gap left by
Sion T0 The DePU"l""'enl of Pul-'hc Hecllfh and Dr. Laurenzi. He will be remembered by all.
140 Preventive Medicine.
Hugh G. Grcidy, MD., Professor ond Choirmon of
DeporTmenT of PoThology since 1957 broughT To The
New Jersey College of Medicine o keen inTeresT in
medical educc1Tion ond on impressive bockground in
The science of PoThology. IT wcis under his Tuieloge
ThoT we The grciduc1Tes of 1970 ond The closses
preceeding us received our bosic ToundoTions in The
orT ond science of medicine. Perho ps The mosT impor-
Tc1nT ond losTing Iession which vve gleaned from our
brief exposure To Dr. Grady is ThoT we cis physicions
serve hurnciniTy TirsT ond science second. On This The
eve of his reTiremenT os choirmcin, we exTend our
Newark? MY l-Ui The friendly world of Freud The only place where there are
N . J I C. Q
They always get their man.
more diseases than names.
A nice place to visit. . .
Wall the owner of a red Mustang licence IOU 375 please call h Of Salmonella Und Shigella
but no one should live
The world's largest storehouse
CHAIN OF CCJMMAND
We salute These personalities-
some in True sincerity, some
element of absolute sat
their contributions in making
Marfland "the hospital it ist
Cardiac WHAT? We don't have a
Dr. Pacemaker here!
What do you mean White T
, ,, H .... We,
Going up? Going down? Where the
hell ore you
ornado? Previous employment? Chief of
If I can find them, can you read
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IN THE CORRIDQRS l
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vic exam STAT!" 5
"I come to you not as your classmate, nor
535 . leader, nor class president, but rather as your
"Is this student: '
A. Having difficulty with the n if:
finger to nose test. , ,N
B. Wording off the Voodoo. 1
C. Suffering from acute Proc- .
talgia fugax. t ,
D. All ofthe above." - l f f' f ff ' f
"This 17p-with hairy Zebra ears, "Are you sure it points to the side of
reported in the Taiwan Pediatric the lesion?"
Journal CTPJJ in 1944 .... "
NEWARK, New Jersey, The
sTaTe's Iargesi ciiy and a major
Transporiaiion, commercial, and
indusirial cenfer of The Greafer
New York Metropolitan Area.
The seai of Essex counfy, if is
locaied in norfheasfern New Jer-
sey on The Passaic River and
Newark Bay, abouf nine miles
west of New York CiTy, which
lies across The Hudson River . . .,'
"Some 18,000 people are now crowded into
cr wiih on rcldius of abou? cz mile and 0 half."
"If there is anything of which Newark officials
are proud, if is their record in Federal Housing
and urban renewal programs."
. Iwi. S'
"Yet Negroes cite 'bud housing conditions' most often
when they were asked to choose clmong fifteen possible
underlying causes of the 1967 disorders."
"Almost o Third of The city's Total supply of homes ore sub-
standard or clilopidofecl, ond i'r is poor people, mostly
Negroes and Spanish-speaking people, who live there."
"Housing experts and planners tend to
focus on dwelling units and tracts of land
rather than people, because buildings and
geographical delineation are more man-
"Every census from 1790 fo l900 revealed that ai'
leosr 90W of The Negro population lived in The
Soulh. After The Turn of 'rhe century Negroes began
io move from The South to The Norfh, cmd from
rural To urban areas.
: A Aw
Only six out of every one hundred Newark
pupils read above The national norm."
"MorTlc1ncl is The major
source of medical care for
The poor in the center of
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"According to 1966 statistics, Newark has the highest ma-
ternal mortality and VD rates in the country, highest infant
mortality rate in the nation, and the highest rate of new TB
cases for all cities. Newark ranks seventh among ten leading
cities in the country in the total number of drug addicts."
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Newark in 1970 is a beleaguered city, full of allegations and accusations toward its
political leaders and police, distrusted by The Black maiority, despaired by the White
minority, and despised by Those who must work in it or travel Through it daily. Yet Newark
is where the New Jersey College of Medicine and Dentistry decided to "resettle" during
1967. This decision was not welcomed by all and has been listed as a contributory factor
in The July 1967 riots.
The Medical School is attempting to grow and improve in a city considered by some to
be beyond repair. Yet the losers in all the political double-talk and despair are the resi-
dents of Newark. We, as medical students, were confronted by the residents ot Newark as
our patients. To deny the area, housing, and welfare problems of our patients is to deny
reality 1970. '
We presented this pictorial not as a vehicle ot further despair and depression but,
hopefully, To increase our understanding ot our patients so that patient care, Martland
Hospital, the New Jersey College ot Medicine and Dentistry, and the city of Newark might
All quotes used in this Photoessay were from the Governor's
Select Commission on Civil Disorders. Report for Action. CRobert
D. Lilly, Chairmanj. Trenton, New Jersey, 1968.
" Collier's Encyclopedia, Volume 17.
M New England Journal of Medicine, Volume 281, No. 23.
tl' THE EVENING NEWS
newark, NJ., Thursday, January 22, 1970
By PETER CARTER
EVEIIIIIQ News Tfllllllll UIIFQUU
TRENTON - Gov. Cahill said
today there will have to be
some modifications in the
planned construction of the N.J.
College of Medicine and Den-
tistry in Newark.
lhc governor at his first press
conference since taking offloc
Tuesday also indicated he will
require some modification in the
plans for greatly expanding the
Rutgers University Medical
The total estimated cost rise
CLASS GF '71
M' "Mag ,,
CLASS OF '73
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Two years ago The STudenTs aT The New Jersey
College of Medicine designed a Family-orienTed com-
muniiy healTh cenTer sTaTTed by medical sTudenTs cmd
TciculTy of The New Jersey College of Medicine. This
cenTer was envisioned To serve Three purposes.
l. To provide Medical STudenTs wiTh The oppor-
Tuniry To broaden Their conTacT and knowl-
edge of urban medical and socio-economic
problems Through The rendering of quoliTy
medical services To The Newark CommuniTy.
2. To provide a model Tor involvemenT of
medical sTudenTs in The delivery of qualiTy
3. To provide basic science sTudenTs wiTh clinical
conTacT guided by Third, TourTh year medical
sTudenTs, and FaculTy.
The basic sTrucTure of The Family HealTh Care
CenTer revolves around The healTh Team concepT.
Each family aT The Clinic is assigned To ci Team of
sTudenTs consisTing oT a sTudenT nurse, freshman,
sophomore, iunior and senior. The senior medical
sTudenT is in charge of The Team and wiTh his facul1y
supervisor is responsible Tor The heaITh care of The
family member. This insures conTinuiTy beyond The
graduaTion of any one specific class.
The healTh Team is advised by Three physicians, an
inTernisT, a surgeon, and a pediaTrician, assigned To
The nighT ThaT The Team is on duTy. These licensed
physicians assume legal responsibiliTy Tor The pa-
TienTs. AdcliTional consulTanTs, including a social
worker, psychiaTrisTs, public healTh nurse, and die-
Tician are available for The Team To uTilize.
FAMILY HEALTH CARE
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HIGH SCHOOL STUDENT
DRUG ABUSE PROGRAM
The High School Drug Abuse Program was con-
ceived during the summer of i969 by Richard Blum.
What started as a small attempt to disseminate basic
information about drug use and abuse to local area
school youth developed into a maior proiect encom-
passing the talents and resources ot the Department
ot Public Health and Preventive Medicine and its
division of drug abuse.
Under the guidance of departmental chairman Dr.
Donald Louria and the division director Dr. Edward
Wolfson, the program consists of tour parts. Firstly,
an extensive response questionnaire covering all
aspects of drug use and knowledge is administered to
a selected high school. Dr. Louria or Dr. Woltson then
delivers a lecture to the student body followed short-
ly by seminar sessions conducted by the medical
students. Finally, a follow-up questionnaire is ad-
students involved in the program
Blum, John Middleton, Frank Fish,
Richard Molteni, Robert Davis, Ed-
, Eugene Sacks, Michael Pozen, and
Dr. Paul Jordan.
Dave Wa Irath
F. Behrle, M.D.
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MACY DAY BALLOONS
SPHINCTER OF ODDI ......... 2-3
STEATORRHEA ..... .... 5 -o
cnRc:LE OF wiius . .. .... 4-1 A
GANGRENE ......,.. ,... 2 -3 l
MALAISE ............. .... 2 -3
SO. JERSEY 0
Dr. John Clitheroe
WHO'S WHO IN
THE PERFORMING ARTS AT
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What do you mean "work?" That's not in our contract.
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"So this is where they keep the new X-ray equip- "I left my spleen in Son Francisco."
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This year we experienced a rapid iurnover
"You say there's an opening at Hopkins?"
"I zaid AMBULATE not FLATUATE!"
NEW JERSEY CCLLEGE
Mr and Mrs Edwarg,-11
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FACULZLSY AND FRQEN
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DR. AND MRS. HARRY W. SMITH
DR. AND MRS. JOSEPH L. T.
ST. JOSEPH'S HOSPITAL
PATERSON, NEW JERSEY
RULON W. RAWSON, M.D.
DEAN AND VICE PRESIDENT
BEST WISHES TO THE CLASS OF T970
COMPLIMENTS AND BEST wlsr-:Es To THE
TO THE CLASS OF 1970 CLASS OF 7970
FREDERICK A. PEREIRA, M.D. ORGANON INC,
WEST ORANGE, N.J. 07052
PHARMACEUTICAL AND DIAGNOSTIC PRODUCTS
OS L Qc
U.: I 5 , A
I 1 rn
I- f 5 70
1 I I 7 N. J. ORTHOPAEDIC
DEPARTMENT OF MEDICAL EDUCATION
. KNOLL PHARMACEUTICAL COMPANY
ORANGE, NEW JERSEY
. . . serving the medical profession for more than sixty-five years
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1.14--w'.1+9f'1:+': . g"i'1.."',g.'f' .n 'w4.fmw:"' " "'1".'L" ' SAINT BARNABAS MEDICAL CENTER
LIVINGSTON, NEW JERSEY
Saint Barnabas Medical Center, with a heritage of more than 104 years of service, is a uniquely
designed 800 bed Center iust 35 minutes from Broadway.
The Medical Center offers a broad and comprehensive Training program in approved internships,
residencies in various specialties, and fellowships in various departments, all under the supervision
of qualified members of the teaching staff of the Center.
In addition to a monthly stipend of 5l5530.00, single interns receive a furnished QV2 room apart-
ment, married interns receive a furnished 3V2 room apartment. Residents and fellows receive the
same living quarters with a graduated increase in stipend. ADDITIONAL BENEFITS: The entire House
Staff receives Blue Cross, Blue Shield, Rider "J" and Major Medical Insurance Cfor House Staff and
Eligible Dependentsj, Medical Liability Insurance, Life Insurance, two weeks vacation per year for in-
terns and three weeks vacation per year for residents.
For further information, write Dr. A.A. lslami, Director, of Medical Education, Saint Barnabas
Medical Center, Old Short Hills Road, Livingston, New Jersey, or telephone C2012 992-5500.
SainT Michael's Medical CenTer of Newark,
one of The counTry's oldesT general care hospiTals,
is also among The mosT modern-
as evidenced by our STaTe-wide repuTaTion
as a leader in cardiologic medicine,
The comprehensive healTh care TaciliTies we offer,
and, The challenging programs in medical
science and educaTion provided Tor
The beneTiT of our inTerns and residenTs.
As one of your aTTiliaTed neighbors
in The GreaTer Newark area
we wish you success in your eTTorTs To become
valued members of a noble and viTal profession.
SAINT MICHAEL'S MEDICAL CENTER
306 HIGH STREET
NEWARK, NEW JERSEY 07102
Roche research have come...
fchlordiazepoxide plus water-
soluble conjugated estrogensy
fEach capsule contains 5 mg
chlordiazepoxide HCI and
2.5 mg clidinium Brj
tEach tablet contains 0.5 Gm
sulfamethoxazole and 100 mg
tEach tablet contains
0.5 Gm sulfisoxazole
,and 50 mg phenazo-
KB-complex and Cl
Today man's therapeutic
hope often lies in a chemist's
flask, a physicist's
spectrophotometer, a biologist's
With these and othertools of
scientists such as those in the
Roche research group
endeavor to extend man's
control over disease and to
reap for him the rewards of
better health and longer life.
Division of Hoffmann-La Roche Inc.
Nutley, New Jersey 07110
from bold research,
The sfclff and admin isfrafion of
NEWARK BETH ISRAEL MEDICAL CENTER
exfend besf wishes fo fhe class of T970
PHYSICIANS PLANNING SERVICE CORP.
Group Adminisfrafors For
NATIONAL ASSOCIATION OF RESIDENTS 81 INTERNS
Congrafulaies the Class of 7970
Physicians Planning Service Corp.
7780 Raymond Boulevard
Newark, New Jersey 07702
Malpracfice Insurance for Physicians, Praciice Loans,
Car Purchase Discounfs, Disabilify Insurance, Advice
in many Economic Areas, Life Insurance,
ST. MARY'S HOSPITAL
T35 SOUTH CENTER STREET
ORANGE, NEW JERSEY 07005
PROVIDING CLINICAL AFFILIATION
FOR NURSING DEPARTMENTS
FELICIAN COLLEGE AND RUTGERS UNIVERSITY
CORNELL SURGICAL CO.
Medical-Surgical Equipment Supplies
VVesT New York, N..I.
Areo Code 2OI-865-7729
CORNELL FOR SERVICE
GENERAL ELECTRIC COMPANY
Medical Sysfems Deparfmenf
52 Commerce Sfreef
Springfield, New Jersey 07087
Affer Hours Service: 379-4868
Sales and Service:
X-Ray equipmenf, Films, Accessories, Cardiac
C0mPIIme"f5 Monifors, Pacemakers, Aufomafic Filing Sysfems
TV Image Transmission.
PASSAIC GENERAL HOSPITAL P
350 Boulevard ALLERGY LABORATORY SERVICE
Passaic, New Jersey
742 CLINTON AVENUE
NEWARK, NEW JERSEY
ST. JAMES HOSPITAL
155 Jefferson Sfreef
Newark, New Jersey
Summit, New Jersey
Salutes the Graduating Class
The New Jersey College of Medicine and Dentistry
TO THE CLASS OF T970
, 5' I
M ff' ifcflaftq-I 5
JERSEY SHORE MEDICAL CENTER-FITKIN HOSPITAL
Nepfune, New Jersey A
MEMBER COUNCIL OF TEACHING HOSPITALS
ASSOCIATION OF AMERICAN MEDICAL COLLEGES
shy: . 1,
E. .v rl
Y 14 1
"How often have you sailed in my
dreams. And now you come in my awaken-
ing, which is my deeper dream.
Ready am Ito go, and my eagerness
with sails full set awaits the wind.
Only another breath will I breathe in
this still air, only another loving look cast
And then I shall stand among you, a
seafarer among seafarers."
Kahlil Gibran, The Prophet
Suggestions in the New Jersey College of Medicine - Journal Yearbook (Jersey City, NJ) collection:
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