SUNY Downstate Medical Center - Iatros Yearbook (Brooklyn, NY)

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1 A .f- .xxx-AX ' n , F22 V U I, E1-'fisfzaogg few 35 W' 5164? - W 5 s , , john C. Cardwell, NLD. Professor of Physiology and Acting Professor of 'Pharmacology '. Y' ka E ' wg-.., ' - J- If W Q mix.-i a v jT?3f'J' '55 . 1 I , ,fig 5 FQ' 515255

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P04 I .714 I4 '- ,ogg-an saw 71. 'I JOHN OSBORN POLAK M.Sc. IVLD. F.A.C.S. Professor K WILLIAM P. POOL. A.M. NLD. F.A.C.S. Clinical Professor ., 4: CLARENCE R. HYDE, A.1Vl., M.D., F.A.C.S., Clinical Professor RALPH M. BEACH, M.D., Clinical Professor ' -L ' c - -A' :in .V :v 12 v 924 If f 1 - A I fe . will s r s V W WILLIAM A. JEWETT, M.D., Lecturer I GORDON GIBSON, M.D., Lecturer I I ALFRED C. BECK, A.B., M.D., Lecturer , HARVEY B. MATTHEWS, B.Sc., M.D., F.A.C.S., Instructor LEO. S. SCI-IWARTZ, M.D., F.A.C.S., Instructor GEORGE W. PHELAN, A.B., M.D., Instructor g SAMUEL C. SCHENCK. M.D., Instructor WILLIAM E. SKIDMORE., M.D., Clinical Instructor GEORGE KORNFELD, M.D., Clinical Instructor ' EDWARD R. DORNEY, M.D., Clinical Instructor I HARRY KOSTER, M.D., Clinical Instructor I THURSTON H. WELTON, M.D., Clinical Instructor SAMUEL WOLFE. M.D., Resident Instructor E. KRAHULIK, M.D., Resident Instructor I I ff' I 'Z ' I I , . I x lr 1 'I Corner of Students' Quarters on Outpatient Obstetrics Service ft ' ' I: J hfnfur. Ruffin: If W tip - 47695795733 WCW - C9 if--r no ----Q was . Page Fifteen

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90? , - g ig:-3-fy, j--ar --s :QQ o cn-, .fra-M -- Eaves - .ss-if 1 'ft' 1 ' i f ff1':'1f'9g-:q.4w:i.1s.,,.,f -.qs-. ,.g,' aa- ,wp-,,,,m ,, ,-.,,:,. a,.,..,..d,,,:,-,,, le 4 with .11 'lrf' Q-1'-4-if-K'A.-:is in ,.-.-:: p 1:l.., -as-we .1-1,1 ..'.. I sc-. 'f:.. 1 s-G5-551:31-fS?1f5sf:-ES' -.-v fs'-rr -:.. 1-sh-..-J ,,., -.ff-131' -v.- 3 '-i-iii , . ly: V Q fir I Ka.. .1.f--.-, ,... s 1.A .i ,2,V:....... ,. M ,,,., , ..,., .,fEe??tr-a':,,.,.,, .,,.- :,f- ' 1 . Teachers of physiology in our medical schools should never lose sight of the interrelations between the' subject in which they give instruction and the other sub- divisions of the curriculum. The gross fact that some degree of acquaintance with animal, and especially with mammalian physiology is pre-requisite for the study of clinical medicine and surgery is so generally obvious as to scarcely require pointing out: as is also the fact that detailed knowledge of particular physiologic processes and reactions is essential for the solution of more than a few clinical problems. ' Broadly speaking, states of disease are clearly intelligible only when viewed as deviations from, or variants of normal states: and, therefore. not only does animal ' physiology furnish a sound basis for clinical interpretation, but careful study of certain clinical variants throws additional light on the physiologic processes concerned in their genesis. For example:-lnterpretation of any one of the several types of diabetes requires familiarity with the details of carbohydrate metabolism, while detailed study of these very types has greatly aided physiologists in the unravelling of the skein of processes involved in the metabolic history of carbohydrates. Chiefly because of this close interrelationship, and consequent mutual helpfulness, animal , physiology has been, since its inception as science, continuously and pre-eminently nurtured by the medical profession: from the ranks of which many of its ablest workers have emanated, while the most completely equipped of its laboratories have developed in connection with, and are still part and parcel of medical schools. It is not, therefore, surprising that animal physiology has been for long, and continues to be ranked as a basal branch of medicine. But, while admitting this fundamental I relationship, working physiologists claims for the subject a far wider range of interest and usefulness: viewing it as a distinct sub-department of physical science, the problems of which are intrinsically interesting. Naturally, therefore, teaching physiologistl , endeavor to incite such interest on the part of their pupils: which, though it may ' actively endure no longer than the period of undergraduate instruction in the subject, is the most valuable of incentive to the acquisition of real and lasting knowledge. fl A A student who plunges into clinical medicine inadequately equipped with Q ' .3 ready and reliable knowledge of either physiology, pathology or bacteriology is as gp - seriously handicapped as one who undertakes detailed study of physiology unequippecl bfgqxg with sufficiently sound and extensive knowledge of either physics, chemistry. or :JA l H l u a ci- ses .. . sw we Page Srvenieen