University of Michigan Medical and Nursing School - Aequanimitas Yearbook (Ann Arbor, MI)

 - Class of 1969

Page 1 of 272

 

University of Michigan Medical and Nursing School - Aequanimitas Yearbook (Ann Arbor, MI) online yearbook collection, 1969 Edition, Cover
Cover



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Text from Pages 1 - 272 of the 1969 volume:

J ,. ww. 41' - J 1 K 'eq SCHOOL OF , ADMINISTRATION ........ Deaifs Message ........ FEATURES WOMEN AS MEDICAL STUDENTS ,....... STUDENT RESEARCH ........................... PHOTO GALLERY ............................... ' AEQUANIMITAS 1959 ....... I SECTION ON TEACHING ....... ...... The Vacant Lectern ........ ........ Dr. Earl Feringa ............. ........ X7 D r Dr. Dorin L. Hmerman ......... ........ Dr. Richard D.Judge ......... ........ Dr. Richard O. Kraft ...... ........ - Dr. Frank N. Ritter .... ........ . I Dr. Henry H. Swain ........ ........ A . Dr. Arthurj. Vander ................ ......... Dr. Charles L. Votaw ..................... ........... ......... Dr. Gerald L. Brody .................................................... ' lthese features to be fdund in the classes sectibnj: Seniors...... ..... Freshman Year Sophomores '68-'69 .............. Impressions ofthe jqnior Year CLASSES I 1969 ........ ........ 4 0 1972 ........ ........ 8 0 1971 ........ ........ 1 00 1970 ............................................................... 120 ORGANIZATIONS AND ACTIVITIES SCHOOL OF NURSING PATRONS ................. .......... ADVERTISING ......... .......... A .john'R. G, Gosling ....... ........ , 6 2 2 3 I 7 1 8 10 12 14 15 74 82 1 03 1 23 39 141 174 240 242 .-df , is I If For four years you have been learn- ing the science and craft of the physi- cian: a process that will continue in your internship and residency for another four years with increasing emphasis on the craftmanship. This knowledge and skill are the elementary essentials of a definition of the physi- cian and without them the definition would be a fraud. Maintaining the currency ofyour knowledge and skill is your prime ethical obligation as a physician. But science and craft are insufficient for a satisfying definition of the physi- cian. Medical ethics are founded on faith in humanistic values and are expressed through the physician 's personal dedication to the well being-to the good-of his patient. Such value judgments give purpose to the science and craft of the physician and provide a discipline for his choice of actions. Only by such ethical behavior does one become a physi- cian.This ethical behavior is not a subject to be taught nor can it be legis- lated, it is rather for each one to com- mit self as well as learning to the bene- fit of his patient. But there are realms of medicine beyond the individual physician and his patient. The organization of health services for greater effectiveness and efficiencyg the distribution of health services so that they are available to meet need as well as economically effective demandg the limitation of costs of hospital and physician services, and finally the development of ade- quate population growth controls con- stitute the four major issues confront- ing medicine in ourtime. None of these problems can be solved by the physi- cian alone and none should be approached without the physician 's participation and leadership. The social, economic and political realms of medicine are properly influenced by the medical profession to the extent that it achieves the ideal of the learned and dedicated physician. To the extent that the medical profession is motivated by the selfish purposes of a guild it will become just one more pressure group whose influence will typically be negatively opposed and competitive with other pressure groups. Each one of you as a new physician will necessarily become either a contri- butor to these problems or a part of their solution. Francis Bacon said "The power to do good is the lawful end of all aspiring. " This power is now in your hands as physicians-we wish for you the wisdom and the kindness that will turn it to good ends. ll ,ff .- .rd KM' r Dr. Robert A. Green Associate Dean Dr. George R. IleMuth Dr. john A. Gronvall Associate Dean Associate Dean The Associates :gif f 1 i. J., ,.,-Q ,M-, .v.f . ., .- . .f .ffm ., . .,. ,, Qi? ' Q ff mv-'mln murmur WWEQHFA? +9 ll' A - ' . , N-kl- . ww P " A ""'5iW:i: m .ikfd 2, 3 9 I ' , .V ' K K 7 v L, ' K l ,, , V f Q . L V - L LL l ELL? 'K K ,K - . L K ' . VL, - PLE-31-i'f"''VTLTL-T37V5 ' X' K V 2 . . X ' ," , 5. V V K . - ff 4' ,' Tv -4-4-2' fl? lf'f',.5Q:rl -L 1 - V R3 Q I5 V L if , I , N .l , .d is L Ly . 3 -L 72: VL if , - N K , L 'I 1 V . L y - L Q K -L 'I' ,f -,Q r. . ,iz K 4' 5? ," L '1-,. , 0 , 1 V ,I fx. BM . 5. -V, , ' . . 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Q3 QL L K?-2 'Lm' 1 f QV ff--i .Q K if V K L - A' ' :L 'A Q if'-f I -1 V. V L Q L Tait? VV xx s V , Vg' -,l - , ia, in Ww f ag YA' 1, Y , LVVV T55-iaRV.lLLLL5?, v kVhA V 2? - X V V K L, ' , -' f K' K , "xx, ' L . , "' 1, . X WAX: ' Q LL 5- s-LL -'VV K ' 'Mg ' 'V T A 42, "1 A ' . K V K -ML V -L KK f' . Kfii KX Lx Lain. K KK K . J JL L , L- L LK' A Q. I 'I . LL P J-.J , tswts Ah it L ' W LL L-- LL,. s V . -44 Qgii A """' 1 1 Ji Ala. ,A ,YJ ,,g-irq. . 7 fi 1: . . .... Q. ls, ,f 'I 1, ' 'ali x YQ , ff Xxx 4 ' WV ,..b,f I lk ' x N, 1 ,, f kf?gQ, X' f x " Mn x 'W 11 KAYX 'L Q, e ,Q-A - . 4 ' ' A 21 ' .fx .1 -" K., X .1 '-,, x . 'ff J-'A Q59 x N ' 4437? L 'A 'KJ was-, Life has many roles for me as it does for my fellow medical students. Together through the past four years we have shared a variety of events and individually we have had an array of unique personal experi- ences. It has been with the objective of becoming physicians that we have been on common ground. And when we receive our degrees, ten percent of us will stand distinct as women physicians. The success with which we perform our roles as women and physicians will deter- mine the quality of our individual lives. We can not and should not try to disassociate the woman from the medical student or physician. It is our responsibility to use any special attributes we may have to bring additional quality to our work and to avoid those traits which contribute nothing. The words female medical student bring rather hxed connotations to the minds of many people. The first class meeting usually serves as a superficial way of reaffirming some of these impressions and breaking down others in the eyes of both the men and women. Then through the years the stereo- typed picture fades away and individual merit becomes the yardstick. I have felt that during the past four years my male col- leagues have treated me on an individual merit basis, and I am particularly grateful to them for doing so. This is not to say that some of the criti- A'-"" PERSO AL cisms voiced about female medical students are not shared by these colleagues. The most frequent and legitimate complaint they raise is whether or not the women physicians will be practicing physicians. On that count I can only be judged in one way-by what I do in the future. Another question I have been asked con- cerns whether female medical students receive any special treatment or have any advantages. The answer is yes. It does not mean that your duties are any less, but it may mean that your first day in the Operat- ing Room you are initially mistaken for a new circulating nurse. The surgeon, after the frustrations of a difficult procedure, will probably acknowledge your presence by apologizing for the curses that flew hot and heavy for awhile. There is also the occa- sional person, both medical and nonmedi- cal, whose subconscious does not quite accept women as doctors, and then it is your task to demonstrate your professional iden- tity. There are times when the empathy you feel for a patient may be more meaningful to the person because you are a woman. It is perhaps in the distribution of time that the female medical student differs most from her colleagues and comtemporaries. Both the short term and long range manage- ment of time are seemingly more involved for her and distribution depends on ones roles, priorities and interests. Life has many aspects and involves being more than just a medical student. The woman in medicine has conflicts and complications with certain responsibilities in her personal life. Iler training period and early years of practice coincide with the time she is most likely to be marrying and raising a family. Her male colleagues are usually doing the same but their responsibilities in the family are much less conflict producing and cause fewer pro- fessional complications. I can honestly say I am busier than most IMPRESSIO S: WOME as MEDICAL STUDENTS women my age and expect this to continue indefinitely. Each day usually brings more than I can realistically expect to accomplish, but that problem I share with just about everyone. It is not possible to see into the future and know the wisest course to follow. You must do considerable thinking and planning, make your decisions and believe you can achieve your goals. It certainly helps to have lots of cooperation and sup- port from those closest to you. Why is it that the percentage of women physicians is low in this country when compared with many other nations? I can make no claims for having done scientific research into this area but I have a few ideas. We begin at an early age to identify people with their jobs. Traditional images impress us with the fact that doctors are men and nurses are women. But given new images some young minds forget the more traditional approach. There are six year old twin girls in our family who basically know only two doctorsgtheir male pediatrician and their cousinm-me. At the moment, one little girl has decided to be a doctor when she grows up, and her sister believes she'l1 be a nurse and help out too. What happens to stop the girls who con- sider but do not actually seek a medical career? Perhaps for some it is the hnancial burden or a lack of true interest and deter- mination. For others it may be an unwill- ingness to delay marriage and family life as required by present training schedules. Todays young women read and hear much about their feminine imageg the image of women doctors in the past has been rather straight and narrow. Prejudice against women in medicine was once a strong fac- tor. Many of these things have changed. Probably the two things which will bring more women into the Held are these: CU the need for more physicians, and QZQ womens changing and expanding ideas of how they wish to fulfill their life's goals. joan Wake Mt '-'ui' STUDE T RE EARCH Student participation in research work is becoming a significantly more prominent facet of medical education at the University of Michigan. Although student research has always been a part ofthe medical school environment, increasing amounts of money have been made available to foster research programs, and more research areas are being opened up in connection with the clin- ical departments. ln the summer of 1969 there were 120 medical students involved in full-time research work as well as 20 pre-medical students working full time with a medical school faculty member. Last summer's records show that 150 medical and 30 pre-medical students were carrying on full-time research projects at the Medical Center. When other research opportunities are added in Qthrough drug companies, other universitiesj, the number of Univer- sity of Michigan Medical Students involved in research projects grows to even larger proportions. These opportunities are available at all stages of the medical school career. There is a large program of summer research grants is at the Medical School. Pre-medical and freshmen medical students participate in projects while still undergraduates or in the summer before and after the freshman year of medical school. Rotation schedules for the upperclassmen provide larger blocks of time which may be used in research work. Fur- ther, the varied backgrounds of the medical students have enabled some to carry on research work during the school year while attending classes. A not uncommon occur- rence is for a student to withdraw from med- ical school for a year so that he might devote full-time efforts to completing a research project. The type of research work carried out by the students serves to show how significant a role research work plays in connection with medical education. Every department of the Medical School has students involved in highly specialized projects: there is student involvement at the level ofthe basic sciences, in the clinical departments, and research which transcends categorization, dealing with correlative topics, such as the computer as a tool in medical records and diagnosis. Given this overview of the student research work at the Medical School, one may well ask the question "So what?,' What do these research opportunities mean for the students involved in relation to their medical education? How does student research work reflect on the Medical School? Student research is a means of recruiting people into the field of academic medicine. Involvement in a research project provides insights into the routine and environment of a professor-doctor. It is a way to test the validity of aspirations toward a career in research and teaching. The student who is certain of his career plans in academic medi- cine can find his particular sphere of interest and begin work. For students with definite career inter- ests, research opportunities have served as a springboard, enabling formal publication in medical journals. Last year five students had published enough articles to qualify for assistant professorship under current stan- dards. Many students involved in research pro- grams view the benefits in a different light. Even if one does not plan a career in aca- demic medicine, there are many fringe bene- fits related to research work. Basic to research situations is the acquisi- tion of valuable laboratory techniques, familiarity with equipment commonly employed in scientific laboratories and with skills required to collect meaningful data. A better background for understanding con- cepts presented in classes is achieved through awareness of what is involved in laboratory confirmation of a given general principle. Another important aspect in this area is the experience gained in using the library facilities and in dealing with medical literature. Learning to use the medical liter- ature is directly helpful in relation to both class work with one's eventual career work. Student research work offers excellent opportunity to establish close associations with a faculty member. The formidable 200 to one student to faculty ratio of the lecture hall is reduced to One-t0-One between the student and his faculty supervisor, and this close contact invites free and informal dis- cussions. The research advisor frequently becomes a guide and personal counselor for the student. However, just as likely, the advisor's committments may prevent the student from establishing strong rapport, leaving him on his own. This independence may be welcomed as a means of learning to be decisive and positive, or it may leave the student lost and frustrated at various points in his work. In many instances the value of the research program is related to the available time. Many of the three month summer programs are not long enough to carry on meaningful work, or to enable the student to reach any conclusions from his laborsg in contrast, the longer projects undertaken in the selective time and vacation of the senior year, or work carried on through the aca- demic year leave the student with a sense of having truly accomplished something. The student often needs this time to reach con- clusions from his data, to be able to write an article from his work, or simply to relate his work to the over-all picture of the subject matter involved. One of the first revelations about research is the extremely slow pace, and the long, hard effort that goes into even the most basic findings. NN i K , MN K . t . l K . ii'-Q 5 -A t 5 -- . .Nm N W. . n.. -am .ks W-4. .. uv wt., . 4 7 X . Q Y. A factor not directly related to time avail- able, however is the general attitude which a student gains by doing research work. The faculty are stimulated and 'Lkept fresh" in their thoughts on the subject at hand by the questions perplexing the students, and the students in turn use this pattern of inquiry and curiosity in other things. be it in school or in clinical practice. Their minds are fre- quently geared to think in a more objective and more analytical fashion as a result of their research work. Students also learn the ever-shortening half-life of medical knowl- edge and may be spurred to keep-in-touch with the academic world. if only through his more efficient use ofthe medical literature. Students research opportunities in connection with the Medical School have diverse impacts on medical education. For some, research experience provides the beginnings of a career, or the differentiation and clarification of previous career aspira- tions. ln most cases, research experience provides also an enriched background with which to view formal medical education, and a closer awareness of the painstaking effort that accompanies or leads to even the most basic information. In these ways, research experience augments the education ofthe medical students who care to do it. -john Perri ., to - . , bla 4 s . X stvt iff, xx. li A . if "-- i . c . . N, is -X. . mx .. X -. . X. - N. .wx ., , . -. -. N-.w . ti -. V A at . '-N., v ..,, -. .. . - K -sf X-. x J ' 3 ku N-gm, t-t.. A If s., j-fre A - ' NX- K "M, H- , . 'wa rf- I ' W s ' .. N f .. W ' ee . -. - K X X.. W K - "--.. , K ...xx X . H- , . N y XV t. XX Q .. . 'et X' -at . . N ., ' x . 'Ns . -KN xl .N W .. - X-N. f .sk J X r . -X " Q X K . L t K . T' --- -va. - - 'I , '- V.- - ' -NW sf. ,ts KW" , - .. K r' .Rilo . --N -. s as reef.--t t ., 4 L X 3 ...S X Nc K X. tribe-A, i Q' cw.. K' .gc MT-Nj.. kv I A f A -- ,fry W egg.. 4kk-- . .. 1 K L-mf.. -. N -. an X, 4 A ' N ,xx-. N- .. N-. . . X 5 f'--JH ' Q Es .ft-..--:ts si cf t . 1 ' 4 - 3 x 4 - t ,Q i ANX'--. 'Nl'-.1 ' .. Y..- V . s 3 5 Q . i Q i . ' T X. s s y - ' ...Y-v-N ' ""' .Qc f . A -4 ,,.,..N...-Q---f , .xi K "' Y ttf c . - W i -, -5 ..-M. -A ----A--my ,- - if ,....f.....--t M N . 11. xg. 'MN , , gs '. .0 . ,nap-1 A i I 1 i i 5' N ia -44' " ' -. ' ' "' v iff ,irq Q i k ' . L' ' f A-'avr L' -I -..........-.f-...Q-.ng ..,,. ,V , - -- --- PHO T0 GALLERY by bob williams fwilli a little lielpfrvm Uince lalborlej slurlenl pa rking melal Jerlbenl 7710071 DUE? 77186612 operulion l .. i , V N w fi N study ofshadouns I perspective j. v. uf. angle on m.s. 1' Aa V f 5 1 X-X' 5- 1 -1 W ii , ,, ' double-entenrlre WH? i . 'il I 1 fl X for emphaux skyline 1969 ll l 9 1 5 . is -vw ,gs + pm-U1-mn i 2 , ' 'fm I' ' Jffm. " f LN .s fvrzpcrtfrlelu 9-x favarlr inlmxpeclzon ruzmzin agar vzwxl XXX L-455' caxey xturim' zn Tl'tkfH7lH!t'.S' p rogm nz rz u lex ,N v, iz, ' .,- "'. L . l.l. 4 , U 11 ,RQ .ftaff mom thoracenlexzx bqgm fl zngx AEQU NIMITAS 7969 :Y H f There are at least two theories regarding the content of yearbooks. One view holds that a yearbook should be solely a happy memories volume, recording in words and pictures only pleasant episodes, and except in sports sections, only victories and no defeats. The second view is that a yearbook should be a reasonably accurate reflection of what students have experienced in their year or years at school, presenting not only sweetness and light, but any significant darkness that they may have encountered along the way. Aequanimitas 1969 has chosen to follow the second theory of operation. Perhaps it is a reflection of our particular generation: we have not been raised as Pollyannas. But neither do we subscribe to the theory of some of our contemporaries, criticizing for the sake of criticism, believing that nearly all existing institutions are evil and must be destroyed simply because we do not approve of them. We rather attempt, like a mirror, to reflect those things we see before us. But unlike inanimate mirrors, our reflections cannot help but be tempered and distorted by our personal experiences and philoso- phies. We know that the resulting images will not be pleasing to the eye of every viewer-but the only way to offend no one is to say nothing. , P --W1 . M ttts .. f,,.t.,- ,L Ng.. H .. .,.., .,ggNwm., ik- V1 Saying nothing is of course another alter- native that may be taken in a yearbook. In fact, the editors of one past Aequanimitas did exactly that, presenting as justification the argument that "since nobody reads yearbooks anyway, why write anything?,' It is true that very few read everything written in a yearbook at once, or even attempt it. But yearbooks are made to be put away, and taken out and perused at intervals of months, years, and decades. With the pas- sage of years pictures stale, some of their meanings are forgotten, and the printed word becomes relatively more important. Further, as perspectives change over time, we will view those things we have written in a different light and their meanings will change-but we will better remember how we were for thought we wereb if -at least part of it is written down. In this book, we have attempted to pre- sent at least a partial view of the experiences of the medical student at the University of Michigan. Impressions of each of the four years are presented at least in part by authors who have recently completed them. As we are at school to learn, teaching con- cerns us, and a major proportion of our features section is concerned with teaching, and those who do it well. Other articles attempt to describe aspects of medical stu- dents' experiences. Aequanimitas 1969 is of course not just the yearbook of the medical school. A sub- stantial number of our pages are devoted to the School of Nursing. We regret that we cannot please some of our critics and "better integratev the medical and nursing sections. But as we are two separate schools, educat- ing students in entirely different systems, and only overlapping through use of the same hospital-how can it really be otherwise? Further uintegrationf' them of the medical and nursing sections would be a forced achievement, and a false reflection. So this is Aequanimitas 1969: an attempt to "tell it like it isn about the experience of the student, recording both the good and the not so good. And beyond our attempt to "tell it like it is" is an implicit attempt to tell it like it ought to be. -j. V. W. THE VACANT LECTER Obsei'vaii'0ns Regarding Medical Education ana' Teaching ai the Uniiienssiiy of ilflicfiigan A medical school, like any other sort of school, is our society's institutionalized means of answering future generations of individuals learned in special bodies of knowledge and skilled in special techniques. Once a school-an institutionalized system-has been organized, it is left to professionals to run, and society at large loses interest, expecting the system to turn out properly educated individuals in an orderly fashion, with a minimum of muss, fuss or bother. The interest of the general public in the system is regained only under two circumstances: either the sorts of indi- viduals wanted are not emerging from the schools, or the orderly fashion breaks down and the proportion of muss, fuss, and bother gets out of hand. The attention of society has turned to the universities in this and the past few years mostly because of the latter. The turmoil on campus so dear to the late evening news is nonetheless real, and while the fast reaction of many is Hthrow the long-haired bastards injailw the reaction of a few deeper thinkers is slower in coming, as they take the time to re-examine the educational system and see if it really is an optimum one. However, this aspect of society's interest in education is a superficial one that will quickly wane as peace and tranquility are restored. The interest of society in medical educa- tion is a more fundamental one, less likely to quickly fade. Neither the sorts of doctors the public thinks it wants nor the public thinks it wants nor the numbers it needs are being produced. Inability to find a doctor when sick Cor at least a doctor with timej is not something to be lightly forgotten. Likewise, the gradual disappearance of Hwhole- patienti' medical attention with the neces- sity of being treated in pieces is genuinely distressing. The medical profession in general and medical schools in particular will probably remain under public scrutiny until these problems appear to be on their way to solu- tion. What has this to do with medical educa- tion at Michigan? Certainly as one of the largest schools in the United States Michi- . flees' ! .... gan is doing its share in providing many new M.D.'s every year. Surely they are as good as they ever have been. Why, even the curriculum has undergone extensive revi- sion in an effort to improve the quality of education, and in a small way to improve the quality of student life. What then is the problem? Despite the above-mentioned efforts at meeting society's demands on medical edu- cation, the alterations have been largely of form: much of the substance remains the same. There is no real overall goal in the medical school except to graduate M.D.'s. Each department treats students as it sees fit. Students are thus educated in separate pieces, much as they learn to treat patients and it is no wonder that each graduating class participates in the trend toward higher percentages of specialists. What else do they see here? There is no one teaching an inte- grated overview of patient care-just a lot of departments, each with its own little piece of the action. But more basically, students know that the attitude of most of the medical school has not changed. The supposed purpose of medical school is to educate physicians-but how many of our faculty would give up a move on the academic chess board in order to turn out better M.D.'s-better in knowl- edge, better in concern for patients, better as human beings and physicians. Students know that there are too few such-and morels the pity. But better pens than this have stated the problem in other ways. The following excerpts help to illustrate our point: Visiting Premedical Student: You students at Michi- gan are fortunate to have so many teachers. Medicine must be well taught here. First Senior: On the contrary, I thought that profes- sors ofMedicine were nearly an extinct species. Second Senior: I thought so too, but I saw onejust the other day. He even growled at me. But it is true, professors ofmedicine are rare. Premedical Student: I don'tjust refer to 'full profes- sors." What I mean are all those who have teaching appointments in Internal Medicine. First Senior.' Well, you include residents and interns. . . Premedical Student: No, I mean professors, asso- ciate professors, and so on through instructors. tors. First Senior: Let's see-I had one professor as a rounder in medicine, junior year. And there were one or two during senior specialty rota- tions. Uh yes, maybe seven or eight lectured to us junior year. Second Senior: Those were whole class lectures. I think I've had one or two teachers who taught me individually and two or three more who taught in small groups. But aber all, there are so many students and not too many teachers. What can you expect? Premedical Student: Do you mean to say that each of you has had exposure toronly nine or ten teach- ers in medicine? These must be dzjferent for each of you. First Senior: No, mostly the same ones. Second Senior: I think we leh out one we had sopho- more year. But there were also a few teachers in surgery, pediatrics, and otherhelds. Premedical Student: No, I was asking just about internal medicine. Are you sure of those numbers? First Senior: Well, we may have seen a professor or two in conferences, but no more than ten or so ever taught us anything. Premedical Student: How many professors, associate professors, etc., in internal medicine do you think there are in all at Michigan? First Senior: Oh, I'd say thirty, approximately. Second Senior: There must be more than that, I'c say forty to jhfty, although we only are taught by afraction ofthem. Premedical Student: Have you two ever read the Medical School catalog? First Senior: Must have at some time. Why? Premedical Student: It lists one hundred and twenty- two persons holding teaching positions in internal medicine at Michigan. First Senior fafter a longpausej: Goddamn! Second Senior: I don ,t believe it! Premedical Student.' See for yourseU There are 23 professors, 33 associate professors, 26 assistant professors, 4 clinical assistant professors, 77 instructors, and 79 teaching associates. That makes 722. You guys should be overwhelmed with teaching in internal medicine. First Senior: We're not overwhelmed in any held. Least ofall, medicine. Second Senior: Let's see. Une-fourth of the junior class-that,s about 50 students-are in medi- cine sections at any one time. And about 20 seniors are to be found in scheduled medicine sections in rotation. That's about 70 students in all rotating through the department of medi- cine at any given moment, Premedical Student: But there are more faculty with listed teaching appointments than that. It is unbelieveable that teaching is not superb. Why, you would receive individual, one-to-one attention, and still have about 50 teachingfac- ulty left over. Second Senior: I still don't believe it. Are you sure there are 700 or so? Premedical Student: Get your own catalog. By the way, does this situation hold in most other departments? First Senior: Itprobably does. I'm afraid to look. Second Senior.' I'm depressed enough as it is. Premedical Student.' Well, I have to go. Need to look at other medical schools, you know. Thanksfor a most enlightening discussion. fDeparts, with a shake ofheadj. First Senior: One hundred and twenty-two teachers just in internal medicine. Where have they been the last two years? Second Senior.' Maybe they were teaching residents or interns or something. First Senior: But the residents and interns complain ofthe same problem-little teaching. Second Senior: One hundred and twenty-two teach- ers . , . First Senior.' Goddamn! and as another author sees it: The Galens Shovel Award, pictured here, is presented annually to that member of the clinical faculty judged most ejective as a teacher. The Crosby Award is presented for similar achievement to a member of the basic science faculty. In fact, we do know what's wrong with medical school, but we haven 't been able to articulate the basic frustrations behind the petty gripes they give rise to, the basic inad- equacies that are the source of our very real resentment, or the dynamics that tum us into second-class citizens at this medical school. The meeting made two objectives very clear,' we must understand ourselves, what we think and what our experience has been, and then communicate these insights to the faculty, because in some important ways the faculty did not understand what we were driving at. For example.' To the criticism of "boring lectures" the faculty asked if we felt that we should be entertained. They said we felt we should be exposed to all types of men, dry as well as dynamic, that people have different tastes in lecturers, and that much of the subject mat- ter is intrinsically unexciting. And if we were really complaining of boredom in the sense that they understood us, their com- ments would have been relevant. But we aren't really complaining of boredom. When I wash dishes at home I am certainly bored but I don 't resent doing them because they are my dishes and I am engaged by the clear necessity that the dishes must be washed. Many medical students long for even this simple sense of engagement with their work. Lectures make us feel shujled down an assembly line from one subject to the next. The only part we play in our own education is to drag our bodies in every moming-not to debate, not to discuss, not to raise issues or explore possibilities, but to shut up and listen, one anonymous face among 200. Does this get any closer to what we mean by boredom? To the student criticism that there is no personal student faculty contact, the faculty said there were Phi Chi parties and besides you can 't build personal relationships into an institutional sturcture, that they grow individually and spontaneously. The misun- derstanding here was that we all wanted to be assigned to a big brother M.D. when we entered as freshmen, but this sort of institu- tionalized personal contact is not what we are talking about. We would like more contact with the faculty and we know that the institutional structure provides neither space nor the time for it. When Ijirst came here I tried to find out where people go to hand around, to exchange gossip and drink coffee until I realized that from my vantage point as a freshman and now as a sopho- more, it was nowhere. One student said, "What am I supposed to do, walk down a hall and introduce myseU' to the first long white coat I meet?" But the traditional walls between stu- dents andfaculty will not crumble by setting up a cofee room, a tutorial program, or anything else, so long as the overwhelming attitude toward the student is that they are the trainees, the uninitiate whom thefaculty has the responsibility to whip into shape in four years. So as far as I'm concerned, Phi Chi parties are token integration. We don? want to be pals with the faculty. We have our own friends. But we think of ourselves as responsible men and women who have taken Medicine to be our life's work and therefore essentially as colleagues of the faculty. We pnd this elitist attitude of theirs humiliating and feel that the boot camp philosophy of medical education died with Arrowsmith. We feel that the student- teacher relationship can be seriously built only on mutual respect, not of pals or big brothers, but of man to man. Does this clar- Uy what we mean by student faculty contact? We do not mean to say that any of the aforementioned problems here at Michigan are due to deliberate intention. Rather, they stem from simple neglect while attention has been directed to the pressures of research, publication, and getting ahead. But society--and students as its representatives' -are once again demanding that more attention be paid to both the process of medical education and its end product. With this in mind, the staff of the Aequanimitas would like to present some of those few who have been selected by the student body as good teachers, evidenced by the award of the Galens Shovel or the Crosby Award. We have tried to show just what it is that makes each effective. We have fotmd them each individuals as teachers, with no consistency of systems or styles. But there is one thing consistently characteristic of each and every one-a deep concern for medical education, and each has done some- thing about it in his own way. In short, this section is dedicated to those it portrays, and a few others-those who really give a damn. 'Why do we blithely make students "representatives of society"? Do students have some special claim? We think perhaps they may Medical students in particular, as not yet fully initiate, have a foot in both camps, and remain involved in the problems of both the medical and non-medical worlds. But more basically, recent college graduates are supposedly the finished product of our system of education, and should therefore be brimful of those values which society seeks to inculcate in its young. If you think they are not-then where has your educational system gone awry? 17 Dr. fiarl lferinga is at a teaching institu- tion because he likes to teach. He believes that if a person is primarily interested in research. he should go to a research center and not a teaching hospital. Dr. lferinga emphasizes the distinction between memorization and learning. Nlemorization. used most heavily in the "basic sciences" is deprived of continuity with relevant learning by lack of clinical patient contact. 'l'he system of attempting to communicate with two hundred students at once inevitably tends to emphasize role memorization of material. Under these conditions. he believes it is difficult for both students and instructors to maintain enthu- siasm. a valuable precondition to learning. He feels that the new curriculum is prog- ress towards solving these problems and improving teaching. since basic science is correlated more with clinical applications. This and the fact of smaller groups should ignite more enthusiasm in both students and staff. Although aware that teaching at Nlichi- gan can stand improvement. Dr. Feringa thinks the staff is often falsely accused of poor teaching. He feels that the students who complain the most are the ones least willing to teach themselves. He thinks they want to be on the receiving end all the time. whichqiust is not lifel Presently as Chief of Neurology at the Y..-X. Hospital. he sets limited objectives for students on his service. Realizing that they are there for a brief time, he does not shame them if they cannot place a lesion precisely after having the history and seeing a physi- cal. His expectations are rather a decent neurological exam and a development of the knowledge required to refer patients to a specialist for further evaluation and ther- apy. He also believes in treating students as part of the ward staff and emphasizes that they are not to do scut or secretarial shores, but rather to spend time with patients or in reading. One of the most valuable assets is that students regard him as a friend as well as instructor. lt is easy to communicate with I8 him as he does not appear to place himself upon a pedestal. Although he feels the fac- ulty disapproves. he can often be found at student functions. Yet he is aware that some distance most be kept in order to maintain the professor-student relationship on rounds stating that 'fit is often very difficult to draw the line between familiarity and respect." 7f1f!lf1.I-t'f1t'Ifg llr. Feringa's thoughts on teaching tabovel are professed by many staff mem- bersg the significant uniqueness of this out- standing teacher is that those principles form the nidus of a truly remarkable per- sonal modus operandi. He brings those ideas to life whenever he finds himself in a dialogue with students. Briefly. this is how Dr. Feringa achieved his astounding popu- larity in such a short period oftime. tSenior .-Xward 1966. llonorary Cialens membership 1967. and Knight of Shovel .-Xward l968j llis trather high quality and excitingj research and other commitments limit his contact with students largely to his lengthy rounds. at which time students present all the new patients. In this thrice-weekly ritu- al. Dr. Feringa performs a complete neurol- ogic exam on each patient. all the while tossing a valuable, yet humorous, shower of pearls over his shoulder. lt is marvelous to watch him encounter the nearly uncontroll- able schizophrenic. for Ur. l"eringa's quiet mastery soon exerts its influence and the patient invariably co-operates perfectly. Amazed and delighted, students watch intently for clues to the secret of his subtle technique of handling patients. Clearly. he becomes a model to emulate. After the examination, symptoms are coalesced and Dr. Feringa gives the differen- tial diagnosis. His verbal delivery is fluent. flawless. and shaped with the rigorous logic and organization of a textbook. Indeed. one gets the eerie notion that whole paragraphs and even chapters are stored away in his memory. ready to be rattled off. Students on Ur. Feringa's service are not trainedg they are educated. -Tint liurlofz if Eff Earl Feringa Born May 30, 1932 B.S., Calvin College N1.D., Northwestern University Intern at Philadelphia General Hospital Resident at University of Colorado Galens Shovel. Senior Award YW , YY7 EARL FERINGA -1. JOHN R. G. GOSLING Since winning the Galens award and the Senior award for teaching excellence some ten and nine years ago, one would think that Dr. john Gosling has perfected and settled into an excellent system of student instruc- tion. This is not the case: Dr. Goslingls method has changed-for the better he hopes-and will continue to do so. It is not change for its own sake, however, but a continuing effort towards improvement. He believes that nearly any system can be made better, and that the criteria of excellence should be progressively set higher. Students come in contact with Dr. Gosling's more formal teaching in two dif- ferent areas: history of medicine and ob- stetrics and gynecology. History of medicine is a large lecture setting, and in these lec- tures the material is always kept interesting. Historical detail which could very well be dull is enlivened with humor, anecdotes, john R. G. Gosling, Associate Professor of Obstetrics and Gynecology Born-March 8, 1926 A.B., MD., University of Michigan Intern, Resident at University Hospital, Ann Arbor Galens Shovel l process of alleviation of disease. Concem for patients as people lirst and disease processes second is a phrase fre- quently heard but not often observed at Michigan. Consistent teaching of this principle-as well as its practice-are qual- ities that Dr. Gosling unobtrusively profess- tainly he has research projects, professional and outside activities, but it seems to us that he remembers that the purpose of a good medical school is the quality education of physicians and as a professor-a teacher-he makes this a primary interest and activity. One of the biggest hurdles in the Sopho- more year is Pathology. From the grapevine a student hears that Wllhe course is good but, man, is it rough." or "The first three weeks of lab are hell!" or uBy the time you're through Pathology you're a doctor whether you like it or not." After hearing statements like these, there probably is no medical student that does not enter Pathol- ogy with some apprehension and awe but, also, with great expectancy. Very few are disappointed. 'l'he course is toughg the instructors expect a lot and are rough on those that are unprepared. With pressure and sarcasm, caioling with humor, a medi- cal student gets a taste of what it's like to be a doctor. Many students feel that Pathology is the most rewarding and interesting ofthe basic sciences and a lot of the credit belongs to the instructors in the course. Une of the best of these is Dr. Hinerman. "Contrary to what the students may think, we're not trying to make anyone into a pathologist," says Hinerman. "What we are trying to do is develop the inductive reasoning which every doctor must have to be competent, no matter what his field of practice. This is done in the laboratory using the microscopic slides as the medium. It is my aim to approach stu- dents with enthusiasm. to challenge ever- yone, and to get them actively participating in class. Wie don't judge a student on his ability to get a particular slide correct but on the thinking he used to arrive at a diagnosis, right or wrong." Dr. Hinerman firmly believes that good instructors and teaching are what make a course successful and rewarding to the stu- dent. DORIN L. HINERMAN Dorin L. Hinerman, Professor of Pathology Born April 19,1914 Marshall University University of Michigan Medical School Intern at Milwaukee Hospital Crosby Award X. .,.,,, M. . ' , .set-auth-1. is it i Q as , . ,agp 'ls . v -mf. V... . yy V. 1 ii ,. 1 Q l ' Eltiiiffiii 1' it 1, f 2 1 -.113 1 l.:jq.f'f W' . . " ' ' tw- tw J ffaggwf if 4 W 1' KZ :m ul ,Q gig Pe '13 N, Q Qtfwfz-A i A graduate of University of Michigan Medical School in 1942, Hinerman returned a year later as an Assistant Resi- dent in Pathology determined to improve the level of instruction at Michigan. He has dedicated his career to this goal. .X member of many committees, Dr. Hinerman was Chairman of the Committee on 'tm-hing Policies and Practices which organized the first teaching institute ever held hy the University of Michigan Medical School in 1958. These institutes are now held annually to discuss methods of improving and modernizing the Medical School curric- ulum. It was partly through the efforts of these institutes that "the curriculum change" was effected for the class of 1971. At present, Dr. Hinerman is Professor of Pathology and Medical School Counselor from which he continues his efforts to help the students in any way possihle and improve the quality of education at the University of Michigan Medical School. -lJaz'e.S'nr1ok When Dr. judge was a high school stu- dent, he was told by a counselor that he had a low and advised that his aspirations should not be too great. Fortunately for him, his patients, and the many students he has taught. he chose to ignore the advice and has "plugged" his way through medical school. intership. residency, etc. Today he is a well-known cardiologist and medical educator, Students encounter Dr. judge in their freshman and sophomore years when he lectures on cardiology in Clinical Medicine and physical diagnosis classes. He is consid- ered by them to be one of their best lectur- ers. His lectures are well organized. infor- mal presentations. This approach allows more student participation, and creates a "closeness" with students. He seems to be stimulated by his subject matter in turn stimulating his audience. It often appears as if he is talking to each student individually. Compared to most other lectures, his are unon-academic" and practical. He stresses principles rather than urat facts," and fre- quently utilizes practical examples for illus- tration of a point. VVhen students know Ur. judge is speaking, attendance swells: his lectures in Clinical Medicine have attracted over 7506 of each class. He tries to put himself in his students' shoes, believing that this will enable him to be a better teacher. This task is made easier by recalling the long years he spent in classes 'fpluggingw toward a supposedly impossible goal. He first became involved in a major teaching program at the U. of M. in 1959, Richard D. -judge, Associate Professor of Medi- eine Bom May 5,1925 BS., Purdue M.D., Northwestern University Intern, Resident at University Hospital, Ann Arbor Galens Shovel in his first year as an assistant professor, when he was picked as a moderator for a medical TV series. One might suppose he was selected because of his background in electrical engineering, but this had no bear- ing on the appointment. The post was bestowed upon him because of his reputa- tion as one of the worst hams in the vicinity of the Medical Center. Since then he has maintained an interest in medical television and has written articles on the subject. Dr. -Iudge is best known to students for his interest in physical diagnosis. He first became interested in this course because of its "intrinsic importancef' and because he felt it was a grossly neglected part ofmedical education in general. He feels that medical students go through a basic psychological change when they advance from the basic sciences to the clinical years, and that this is an important transition period. He stresses that there are no B. C,'s" in the doctor- patient relationship, and that some students falter when self-evaluation must be substi- tuted for a grade incentive. Other students blossom at this point in their medical car- eers. When Dr. Judge first became involved with instruction in physical diagnosis he felt that it needed better organization, better correlation between the basic and clinical sciences, and a better textbook fumost phys- ical diagnosis textbooks are ancient litera- ture."j No one else seemed interested so he took over the course. Physical Diagnosis. a textbook coauthored with Dr. George Zui- dema, evolved from their conversation about 19th century textbooks. Dr. judge has no specific philosophy of teaching, but does try to keep several ideas in mind. He believes a teacher should strive to "know a student's feeling about things." and to "listen to the student when he speaksfl He feels it is important for the student to be allowed to 'fcommit himself' without fear of debasement. Most impor- tantly, the teacher should be a model for students to identify with, and should show a genuine interest in them. 'Brian lVake S .1 . f RICHARD O. KRAFT "spam 1 it Richard O. Kraft, Assistant Professor of Surgery Born August 16, 1928 B.A., M.D., University of Michigan Intern, Resident at University Hospital, Ann Arbor Galens Shovel St. .joseph Mercy Hospital and the University of Michigan are proud to have a teacher like Richard O. Kraft walk their halls. lt takes many adjectives to describe this forty year old general surgeon, He is dynamic, energetic, enthusiastic, witty, colorful, loving and most important of all, he is a kindly family doctor. WVhen one mentions his name he finds that the common denominator of all the responses is one of respect. One rarely finds Ur. Kraft walking aloneg for at his side are many students of medicine. Senior and ,junior residents. interns and medical students, nurses and orderlies all are close at hand to have Ur. Kraft add another bit of knowledge to their understanding of medicine. Everyone laughs and is delighted when Ur. Kraft uses one of his colorful examples to aid in remembering a fact. VVhat sorts of philosophy does this man have? What are his thoughts on teaching? Dr. Kraft believes that in the academic medical world there are three main areas of responsibility: research, teaching. and patient care. Each man in a department is expected to be active in all three areas, but the area of most status and reward is research. But how about the man who does not like research? Shouldn't he be rewarded and have status because he is a great teacher and gives excellent patient care? Dr. Kraft feels strongly that a good academic depart- ment should have men that are strong in each ofthe three areas of responsibility. and that a man should be rewarded equally for doing an excellent ,job in the area he is best ai. When asked how he would describe teaching. Dr. Kraft always answers, "lt's just plain hard work!" He feels that there are three basic methods of medical teaching: didactic lectures, bedside presentations, and humor. He feels that didactic lectures have a very important role in medical education as long as they are presented in an interesting and informative manner. Bedside presenta- tions and lectures are important since they help the teacher and student remember that medical knowledge is to be applied to the individual patient. Lastly. Dr. Kraft feels that humor has an important role in teach- ing because it helps to keep people's atten- tion and give them examples to help remem- ber important points. Dr. Kraft thinks that the most difficult thing about teaching is finding the time to get the doctor and students together. "Time is the most important commodity a doctor has. Everyone wants a piece of your time, but the good teacher must always find the time to devote to his students." believes Dr. Kraft. There have been three men in Dr. Kraft's career who he thinks are outstanding teach- ers and who have made contributions to his philosophy of teaching and medicine. Natu- rally all three are surgeons and all have been affiliated with the University of Michi- gan Medical Center. They are Drs. William DeVVeese, VVilliam Fry, and George E. Block. Says Dr. Kraft of these men: "I have learned much from each, and I have extracted from each a bit of philosophy to build my own." This then is Richard O. Kraft. NI.lJ,. dynamic teacher. general surgeon and friend. We are proud to stand at his side and be called students: we are proud to look upon him and call him teacher. Ajay llarnexx ww, ,si-Sw." Qi, it 'C uProject yourself into the seat ofa student or patient and try to think as they are think- ingfi It is this style of philosophical apoth- egm which has gained for Dr. Ritter the recognition of the student body. He is known as a capable lecturer who is able to take his speciality field and present it in a clear, concise fashion with a touch of refreshing, practical, home spun humor that makes the most difficult information not only easy, but more importantly, enjoyable to assimilate. This straightforward approach to educa- tion is perhaps a development of the close friendship he had with his uncle, Joseph Cardinal Ritter, the Archbishop of St. Louis Cnow deceasedl. From the Cardinal, Dr. Ritter gained a great deal of humor and spiritual and intellectual enlightenment. He was also good friends with Dr. Tom Dooley, a fellow student, who dedicated his life to missionary medicine in Southeast Asia. It is from these men, perhaps, that he derived the desirous qualities of tolerance and compata- bility with his fellow man and the efferves- cent friendliness that seldom fades. 28 FRANK N. RITTER These are the qualities which make any student feel at ease when talking with him. There is no sign of condescension or impa- tient intolerance when he talks to you. He gives his frank opinion on problems of medi- cal education or your future in medicine. He is always willing to listen to student com- plaints, and is flexible and open minded enough to execute immediate change to legi- timate gripes. , W Dr. Ritter is one who recognizes the medical students and imitates a cheerful 'fHello Doctor" when he sees you in the halls of the hospital and street. His friendli- ness and eagerness to work with medical students is exemplified by the active role he plays as Prefect of the Galens Honorary Medical Society. He endears the friendship of medical students and these friendships strenghten his understanding of students and their thinking, and their expectations from the staff. Dr. Ritter trained in ENT at the University of Michigan. His mentor was Dr. A.C. Furstenburg, Chairman of the Department of ENT and Dean of our medi- cal school. Dr. Ritter is often known to quote Dr. Furstenburg's aphorismsg he states that these have also provided him with the direction and spirit that have led him to the position he is in today, that of clinician and researcher. Dr. Ritter has given me the following list of Dr. Fursten- burg's adages that we might also use them in good stead. Nothing like hard work lo give a fel- low good hol-housegrowlh. Don 'l look from side to side but fJCU.f on whalfs' in front of you. Ifyou're busy enough with your own work, you w0n'l he .to concerned with how much your competitor hai accomplished. Don? he concerned with whether students seern lo rexpond or not. fusl teach them. Once a man ls' won his spurs, give him his head. It is his drive to achieve excellence in teaching tempered by humor and friendli- ness which we remember. We should incor- porate this example into our own attitudes, so that in the future we may also have the rapport with students which is so character- istic of Dr. Ritter. gllflike johns Frank N. Ritter Born 1928 B.S., Notre Dame University M.l-J., St. Louis University Medical School Intern at St. kIoseph's, Toledo, Ohio Residency at University Hospital, Ann Arbor Galens Shovel, Senior Award 29 P-.-- Y - --Y -- To anyone who has ever seen Ur. Swain lecture it would probably come as no sur- prise that before choosing to become a pro- fessor of pharmacology he considered becoming a minister. Although he obviously has talent in that direction, he claims he was utoo dirty mindedfl He turned toward sal- vation of medical students instead. Michigan medical students have re- sponded to Dr, Swain as they have to no other professor in the medical school. He is the sole winner of three different awards for teaching excellence, having won the Crosby Award and Senior Award in 1961 and the Galens Shovel award in 1962. That he won an award for excellent teaching of both basic sciences and clinical sciences all while teach- ing the same course is testimony to the value given his instruction by students through the years. lt is important however not only to recog- nize good teaching but to examine what qualities make it good. An important part of Dr. Swain's style is showmanship. Some would say that this should not be considered necessary to be a good teacher, but it is a simple fact of life that unless a teacher can keep a student awake and interested he cannot educate him. In this field. Dr. Swain has few peers. Ifmjohnny Carson had writers like Goodman and Gilman and the PDR he would quickly be off the air. But Dr. Swain manages to take this dull script and create an hour's entertainment. Supporters of information theory would probably argue about exactly how many bits of information this approach actually gets across. But they would be missing an important point. Dr. Swain feels that he is teaching medical stu- dents to become doctors. He is teaching them to have 'fa meaningful concern for another beingis welfare? Incidentally, they might learn some pharmacology. He is far- sighted enough to realize that the material he touches is without clinical application at the moment, and therefore soon forgotten. But the students have been given a working vocabulary and that is what they will need for the future. Hopefully, as they have taken the course, they have absorbed some of the deeper message that Dr. Swain has tried to communicate. 30 ..,,.yy..... Y ,.,e...., ...... ..,,..,,.. D 1 1 ex .1 I t HENRY H. SWAIN Another part of his technqiue is to deve- lop as personal a relationship as possible with as many students as he can. When he lectures he establishes eye contact with only one student and lets the other 199 eaves- drop. In the age of busy men Dr. Swain's door is always open, W'hen he talks with a student he manages to make the student feel that he is sincerely interested in what he has to say. Probably the greatest secret to success -that Dr. Swain has is that he is happy with what he is doing. Dr. Swain relates that he was a k'revolutionary" in his days in medi- cal school, and like many students today he s unhappy with the course of medical ation. Fortunately for Michigan medi- students he had the courage to attempt to Sitting on Dr. Swain's desk, amidst his awards. is a beaten up old trophy Henry Swain the "least valuable at his high school l937f38. It at our hero was a 5'l0'f95 lb. who insisted on wrestling and both football and baseball. lt is this type of spirit that we now salute. for it made this 'kleast valuable athlete" into a most valuable teacher." -1,. VV. Crzzbcr Henry H. Swain, Professor of Pharmacology Born .july ll, 1923 AB., M.S., M.D., University of Illinois Intern at Cook County Hospital Crosby Award, Galens Shovel, Senior Award j,.w ,f FI ARTHUR VANDER Arthur Vander, Associate Professor of Physiology Born December 28, 1933 B.A., M.D., University of Michigan Intern at New York Hospital-Cornell Medical Cen- ter Crosby Award 32 Arthur Vander is one of those few basic scientists who appreciates that medicine is much more than just a science. After seven years at Michigan as both an undergraduate and medical student, he departed from his career plans to take an internship at New York Hospital CCornellj. He did this hoping "to learn not only about medicine but about Qhimsellj and his response to sick peoplef' He was not disappointed. Yet, even before that experience, Dr. Vander had already determined that teach- ing and research in physiology would be his calling. I-le had entered Med School with a definite inclination to become a psychiatrist, easily understandable in light of his under- graduate major, philosophy. However, his freshman year coincided with the arrival of Horace Davenport as physiology chairman. It was Davenport's dynamic approach to physiology that had a telling effect on Art Vanderis ultimate and immediate plans. Thus, since the summer after his sophomore year, when he first worked with Drs. Mal- vin and Wilde, he has been at the forefront of renal physiology research. There is much that separates Art Vander from the ordinary in all he does. He is one of the few basic scientists who works in concert with clinicians and recently collabo- rated with Dr. john Green investigating the renin-angiotensin system in renal disease. By vocation a physiologist, he is by avo- cation a playwright, adapting Carson McCuller novels for stage presentation. D' ln his teaching, Dr. Yander is a veritable Davenport disciple, It is his aim to convey the excitement of normally routine material and to illustrate ways of working with this information. To this end, especially with regard to undergraduates. he has felt as if most available texts were geared to the intel- lect of a moron. Thus, two years ago, he began work on a new hook which empha- sizes mechanisms of biological systems, not "5-ov UQ facts. Wlhen this text is published in 1970, Dr. Vander hopes to coordinate undergrad- uate and med school physiology courses. giving med students a more enriched, gradu- ate school presentation. llis extra-medical pursuits and scientific literacy not withstanding, what has truly endeared Art Vander is his unflagging effort to involve students in the course material. Rather than giving a strictly didactic pres- entation and remaining aloof from the class. 1,1 7 1 C f he endeavors to create a free-form seminar atmosphere. The true worth of this experi- ence soon becomes apparent as students respond by answering his basic questions. then challenging him with ever more sophis- ticated queries of their own. lt is upon this fertile ground that Dr. Vander hopes to sow the seeds of his knowledge. engendering a new crop of inquisitive, scientifically knowl- edgeable physicians. - forty Kratzten tl-4 , I 3.3 Anatomists are well known for their agil- ity in using colored chalk as a teaching aid to describe anatomical sections, but few lecturers can draw vertical lines and infuse into them such electricity and meaning as Dr. Charles Votaw, Associate Professor of Neuroanatomy. He is a concise lecturer, his thoughts flow slowly. directed toward build- ing Z1 firm foundation of knowledge. Upon this foundation in neuroanatomy the student then begins to build a good understanding of the related clinical subjects of neurology and neurosurgery. CHARLES L. VOTAW Dr. Votaw is extremely likeable and eas- ily approached by virtually all medical stu- dents, frequently spending many hours past the lecture hour with students, answering questions or straightening out their confu- sion. Yet, he requires his students to know the subject material or at least use his intel- lectual resources to attempt to understand it. Students who come to him with questions will find that they are not allowed to take a passive role in obtaining an answer, but rather, under Dr. Votaw's guidance, they will search out the answer with their own newly acquired knowledge. Dr. Votaw has a bold faith and respect for the medical student, who, he feels is an individual having the necessary ability to learn and synthesize that information which will make him a good physician. He feels the student must be allowed to use those particular means which help him learn best, even if it means attending fewer lectures. lt is Dr. Votaw's hrm belief that the medical faculty's primary purpose is to maintain the motivation and energy that the students bring to medicine, Qand so easily lose by their senior year-author's notej. This goal Dr. Votaw has partially met as evidenced by the success of the Neural and Behavioral Science course in the new curriculum, which came into being under his leadership. This course gives to medical students an oppor- tunity to correlate basic science knowledge with the patients clinical problems. By so doing, it motivated the class of '71 to ask for more training in neuroanatomy. Very few students trained under the old curriculum would have been interested enough to have made such a request, This response is fur- ther evidence of Dr. Votaw's success as a teacher. gjoe l.ucz'an0 t lf fe an 'QM' M Charles L. Votaw, Associate Professor ofAnatomy Born October ll, 1929 A.B., Hope College M.D,, Ph.U., University of Michigan lnterned at St. Josephs Ann Arbor Crosby Award The Elizabeth Crosby Award for l968 was given posthumously to Gerald Lee Brody, our pithy, urbane pathology profes- sor. A peek at his dossier would show that Dr. Brody was an Ohio product, having grown up and attended schools in that state CCase and Oberlin Colleges, Western Re- serve Medical Schoolj. Internship, surgery and pathology residencies were taken here and only six years lapsed from their comple- tion to his appointment as Associate Profes- sor in 1966. His papers and addresses numbered over two dozen. But these facts do not reveal the reasons why he received the Crosby Award nor why, when leafing nostalgically through this yearbook in future years, these pictures will immediately release a cascade of vivid images inthe minds ofthose who were lucky enough to have undergone the personal experience oflearning from him. A student's first reaction to his oratory was one of abso- lute amazement and sheer terror, but soon an unbounding admiration crept in-and stayed. The result was that a measure of tension crackled the air about him and because of this, his lectures kept us 'on our toes', producing an increased sense of awareness so that the content of his lessons were crystal clear, instantly recalled later, if necessary. on the ward. The laboratory is where he gave his most stirring performances, though, because a situation more closely resembling a dialogue existedfalbeit rather one-sided. The usual student response to a question ran the gamut from red-faced silence to the irra- tional. Now and then an inspired soul would rise and argue, much to his class- mates' glee. But taking a stand without a tight, logical defense was unpardonable in Dr. Brody's book, and like Icarus, the higher a student flew the further he fell, for Dr. Brody's wit was liberally laced with scorching sarcasm. Our late mentorls committment to honesty was even more forcefully brought to bear on other staff members, especially in his CPC discussions. He did not tolerate the wishy-washy think- ing that resulted in faulty diagnosis or treat- ment. This is not to imply that humor never crept into his talks, indeed no. xjests, puns, and rib-tickling stories and jokes split the air in a continuous stream . . . I see him now ,... pacing through the laboratory, gesticulating dramatically while quoting Cyrano de Bergerac and thumbing his gen- erous nose at all sacred cows . . . There the imagery ends, as abruptly as his life was terminated. -Tim Burton f "' ,Cfftyg , .frzzrar -ff .ff ,pf-5 ff' ,QQ fi 2 + WA ga 'fl Jlfg ,Srg ' YJ Pf a?f47',J" ' 'ffl ' A,!' ff' -iff .ff f f 'r- 5 YL x ' " ,544 f . ' ,,,, 41, 4 A , , , 1, ,L , ' .5 iJt I 5' . fry, L ' ,yfrimta AJ!! 1 , ' M and if I ff. f b I ,M f .ily 1 . ' ,' i ' if w "' -QU? ' "X x I . . , f' I ' sf f we If .A Q, x K . . .f C , I fit I 'P fjrps jig Q' P' ta' 'ff 1 ff 6 E fr: Q- f 5' ' : Q ' g ig A . ,L - .slvyfgg mga . 4 lk an ' - '. 11' -. . ' ', -- . ' Rf sig," ' 'if' f I c:u.:gP',f vi arm- ' 'Up 'J 1524 ' . ' ' '- I' 'f 'Q' fn .g7v"fjf'9 ff'-. 1 ,f '- .- ' 6 diff 4 ' , D J, 4 kL,.L K Q-gli . . K '- f 5 gf' f uf-,,,i,."f -,cm .' , , of 1 4355 P f'fv :5 ,fri-.I ,ff .4-.. m:L.,,f2ffs vn 9 2 f f. fe, f. AAA+--fp x , yn. ,. gif' 4' '54 15,3 -wi f" W , x 9.1.41 -gf' . ' -- X . v - .2 'ww ' 1 I ' Mfg. 7 M 11- ' "Q V - L ' '4 . 'T , 14' - ' -X r, ,Wa , f ., F ' if f' 4' 1 ' " . 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' H Qfrgfivf - if Q '- , ' XXXQWX ' ? h. 45, - b,nI,f,::- -- - f -fx 4 , .255 ' ' x'?E,,-35' KXLL fyg ' 'Nm '4 jig .ag ' L o 1 f ' LW' If .r f -' M gf o 4 a gg fr nj' ' A 'V Q,- ! '?:'. 5 4 , ff V ,VXV 'dl -215g f 5 . "' K 1 f rm . fhw. , A ,Ms-, - 7' ' jig? Q 5 , if 5. F45 14, F ,,Q,7f'?'5'x " ,""I W- J3f1i!'I ff in 'Q-: , E 9 bkafyg 4 if? . , rigs? , 'A tv. ni D W. -. ab f' '? 1 ,,.,1.g h,A"'ff.. , X Si, X , , meklg in . - --as lx a vv- f 'Alix ' rf ' 1+ .5-f me-Ma. 5' ' s, '1 1. QN ,M - F .4 O I , 3 -..A 5 ..,. .. r ,Q w ,"':., 'gg i fiiwxff Af, Q ij.:v'Af' , jk 'sw ,. gl, ner Q I -Q I J., max" -W -1 ' I fir! 5 Fllutrgg ,Q W . 'X 0 , 4 , . 'fff 4 3:1 fn 1 I xt in , N A A gl 5. Pwr CLASS CF 1969 CHARLES GARY ARTINIAN, BA.,M.D. Highland Park, Michigan Wayne State University SAMA Council Student Council CTreasurer Secretary, Vice Presidentj Class President JOSEPH R. LUCIANO, B.S., M.A., M.D. New York, New York Brooklyn College of Pharmacy University of Michigan SHOg Galens QTreasurerDg The Paeon CManaging Editorjg Aequanimitas Class Vice President 40 S. DAVID STULBERG, A.B., M.D. Kalamazoo, Michigan Harvard University Phi Chig Victor Vaughan CPresidentD Galensg Curriculum Evaluation Committee Class Treasurer JUDITH GOLDSTEIN B.S., M.D. Youngstown, Ohio University of Michigan AEIg SAMA Council Class Secretary LIEBERMAN Ohio 280 2650 240 220 ZOO JOHN A B.S. M D 1 Qllgant Rxd ayne'State 4 M Detroit Michigan kms U FCS 1 Z v 'QL "m2WP:'-v.'..tr.. WILLIAM R. ARMSTRONG, B.M., M.D.' R Ypsllantl, Michigan University of Rochester Phi Chig Glee Club QU P1 2 Z CII R F P CID W P1 Z z P O I C!! F RRRRRR R irccf :ff , ' 'V"2 iQ,Q,,i,,i ,,RRR R, 1 R ' B-S-,M-ll 3 Monroe, Michigan University of Detroit EiZt LQ V VVVV 1l:: tteo rmi 3 .ire Student Council g SAMA tee Pfesidfm C1965-19667 ff fi nz , w s?!iVfJt tt. ff - . JZ r R in ottRt,,R R ti Rt K M E 1 Slug V ERIC DAVID AUSTAD ,. rR.,,, ,,., A ,,a ,.,,,,,t . VVVVVV :': Sic errr i 'V' iff rttt Phi 2 R ,t't1 ua 1. :fw fti. ,V fig -11e'V f "1i 1 :1' . .... , t RUTH ELLEN BACKUS, B.S., M.D. Lansing, Michigan State University Michigan Michigan State University 3 41 N W Y LOUIS BALKANYR ,, ...,. ,, ,,,. .,,,, V V V - ,,. r.,, , ,, V B 'Aw li Dem, Michigan M W My. , tQ:f,,.,, .:.tt.:. ,,,K,,:., ,,..,......t,,.,,, ,,,.,,..,. , , s1,:.t ,,,i,,i:,... , , , ,::, ,,.tUnivcrsity 0fMiChigan Phi Deltaiipsilon 5' frf he W I lr! I A K K W W kyizyx Vyizz VV VRLI :., V , ,,,s . , ,,.. , . , , . , , V V VV f ' 1, i I R. . , ' ' . 'K ' 5 I t , is - V VV VV ..,, ..., ,. ,,,,. H ,, R " ,. .. ,w ,, . - V , V , , egg R. ., , it V A ,,,LL ,V , A w. w.,,4,.,,m Q M., WE-tp: if ,fm :ai W QW .fggg,b,,m. Rtyv ?V,m24 Q ,gQg , ,f . -:- up , V if R wwjfmwmwm ,KW R Detroit or V i,,,i,, Wayne State jAMES D. BARIL B A M D Lansing, JANET B.S., M.D Detroit, BAUM, 3 5 I . it 2, 5 ,. X. 4 L i A. BE THQMAS G. amz Kilaiinazoo, Michigan Uriifidfsgity of Michigan N K ,fa 'm i ,amz , f 2' , me -155, n W 'wx-Yi an , , Q E Q ' fi M, J. M. BIELAN, B.S. M.D. Bridgeport, Connecticut Fairlield University DENIS L. BOURKE B.S., M.D. Grosse Pointe, Nlichigan University of Michigan CARL PATTERSON BRANDT, B.A.,M.s.,M.D. Royal Oak, Michigan Hope College University of Michigan ALAN P. BRAUER, B.A., M.D. New York New York UHIVCFSIIY of Rochester Phi Delta Epsilong SHO JAMES BRECKENFELD, B.A., M.D. Okemos, Nlichigan Michigan State University LARKIN BREED, B.A. M.D. Ann Arbor, Michigan University of Michigan ROBERT JOEL BRIDGE, M.D. Rochester, New York University of Michigan DANIEL E. BRITTON, B.S., M.D. Midland, Michigan Michigan State University Phi Chi, Victor Vaughan ARLIN EDWARD BROWN, M.D. Roosevelt, New York University of Michigan RICHARD JAMES BULTMAN, B.S., M.D. North BIuskegon,M1ch1gan Calvin College Phi Alpha Kappa fPresidentDg SAMA Councilg Galensg Honor Council TIMOTHY ANGUS BURTON, B.S., M.D. Flint, Michigan University of Michigan Victor Vaughang The Paeon CAROL LOUISE CAMPBELL, B.S., M.D. Grand Rapids, Michigan University ofMichigan AEI CTreasurer, Vice Presidentj 'QL L mli. . L ihx L VNAA 'wk K LLZIL .L L, LL'z kip., X ie ."- gg YLJLTFQ I .NL L 1 ,,,.. ,',. L .L . mKK-. L. it m ,., , . . V H w L' -wif w' f, WN' , Ch ills 1u . Egan , .W,, L N. I M L.. 5 L XL., 1, LL. ,f V L.. ,L L., -Q, . Y gf L: 9 'H A . 2. .- .Li - . - L' ,hh L ,',g '--- f ' -I Y'-A .,k: W ff 'L .. L ,"' A LL ' .xh, . I1 if mf H ,1'L- KL ' - ' .L fling' . 5? L 1 :kk . VL Ns mini H L f:,,. f .L U V ,,,k' LL.. ,V Q: A L V:',:. LL U kk .f , K L 2 . L, ",1 Q Q ' 2' 'E K Ni.. 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L:.L .L ar- -.L- f-fzgfi M igmfi' 'Yiwu -:ff Lp -f'LL 4' YLL- Lg? fi -f Liu ..." rf' i' ' N:'E7lH1Si2:If1'. 9'QLUQ.f9 kk', QF: ALL JILL "f'2"i'Q',f':' k-f,'- , if" ' WL: . Phi . L' k":: ' ' 4 . L L L '1w, sf V'l- .- Ly l LL J - "-' 'kk'- L' ' ,Eglin ""L 'KL1 W'::L Qi . L if L L ' LL , . N L L L. "-L" i .L ' "fQ. W L-" V. V L LL L :VV LKKJV -- .L I I LLVV ' "'WfwMig3Rii3Z'sEg"'M-W-L4 l'E' f'Mf,umN' . m ' "':': .1 .,L.L K 'Lk' 1 L fm, 'K tfesk.. ' mga .:.: - --.L. Qsfsi m H1 k'k' .L H i f f i Q.. . M. 'LLL L .LLL L as ROBERT ANDERSON CRAFTS, B.A., M.P.H., M.D. Shelburne, Massachusetts University of Massachusetts University of Michigan CLIFFORD L. CRAIG B.S., M.D. Grosse Pointe, Michigan ANDREW DAUGAVIETIS, M.D. Grand Haven, Michigan University of Michigan Phi Rho S1gma CSecretaryj Tufts University WILLIAM A. DAVIS, B.A. M.D. Southfield, Michigan University of Michigan WILLIAM W. DAVOLT, B.S., M.D. Fort Leavenworth, Kansas Western Michigan University Phi Rho Sigma Nu Sigma Nu JOEL T. DEAN, B.S. M.D. Grand Blanc, Michigan University of Michigan Phi Chi 00' V. . WH, J? DANIEL C. DEBOER, B.A., M.D. Grand Rapids, Michigan Calvin College Phi Alpha Kappa PETER W DIELEMAN B.A., M.D. Grand Rapids, Michigan Calvin College Phi Alpha Kappa JOHN C. DOELLE, B.A., M.D. Grosse Pointe, Michigan Duke University WILLIAM A. DOWNS, M.D. Detroit, Michigan Taylor University 'fu' DAVID A. EHRENFELD, M.D. Detroit, Nlichigan University of Michigan MARTIN JERRY FELDMAN, M.D. Los Angeles, California University of Southern California DONALD CAMERON FINK, M.D. Grand Rapids, Michigan Alma College RICHARD KYLE FOSTER B.A., M.D. Lake Orion, Michigan Kalamazoo College Phi Chig Glee Club W. JAMES FOSTER, B.S., M.D. Bloomfield Hills, Michigan University of Notre Dame Nu Sigma Nu GARY ELLIOTT FRIEDLAENDER, B.S., M.D. Huntington Woods, Michigan Kenyon College University ofMichigan Phi Delta Epsilon CPresident Secretaryjg Calensg Victor Vaughan MITCHELL HAROLD FRIEDLAENDER, B S M D Huntington Woods, Michigan Kenyon College University of Michigan Phi Delta Epsilon DONALD STUART FROST, B.A., M.D. Hastings, Michigan Kalamazoo College Clee Clubg AOAg Victor Vaughan ii , 1 3 Q ff J 1 Q 1 e X Q, 1 9 L2 Nu Slgma QPresidenO, C1965-665 STEWART B fl' 2-H546 Vlctpr Vaughan GS? Lansmg State Nu Sigma PAUL A. HEIDEL, B.S., M.D. Grand Haven, Michigan Michigan State University Phi Rho Sigma JOHN A HENKE Flint Michigan University ofN11ch1gan CFl1ntD Galensg Christian Medical Society GEORGE P. HENRY, M.D. Lincoln Park, Michigan University of Michigan Phi Ghig Glee Club CPresidentj THOMAS J HICKS, Menlo Park Califorma University of Notre Dame Nu Sigma Nu QSecretaryj ALAN D. HILGENBERG, M.D. Parkston, South Dakota University of South Dakota Phi Ghig Galens CPresidentDg AOA Glass Vice President C1966-67D KENNETH C HILL Valley City Ohio Ohio State University DAVID M. HIRT, M.D. Detroit, Michigan University of Michigan RAYMOND E. HOFFMAN, B.S., M.D. Union Lake, Michigan University of Michigan Phi Rho Sigma, AOA THOMAS W. HUTCHINSON, B.S., M.S., M.D. Detroit, Michigan University of Michigan NICHOLAS IVAN, B.S., M.D. Midland, Michigan Alma College Phi Rho Sigma w. DAVID JACOBY, JR., B.S. M.D. Miamisburg, Ohio Bowling Green State University FRED R. JELOVSEK, M.D. Waukegan, Illinois johns Hopkins University Galens MICHAEL EDWARD JOHNS, B.s.,M.D. Redford Township, Michigan Wayne State University SAMA Council QTreasurer, Vice Presidentjg Galensg AOA Victor Vaughan CHARLES B. JOHNSON, III, B.A.,M.D. Grosse Pointe, Michigan University of Michigan FRANK EDWARD JONES, B.s.,M.D. Bel Air, Maryland Albright College SAMA Council, AOA QTreasurerj ANDREA C. JUNGWIRTH, B.A., M.D. East Lansing, Michigan Marquette University AEI KAREN S. KAMMERER, B.A., M.D. Detroit, Michigan Kalamazoo College JEROME F. KA SLE , B.S., M.D. Flint, Michigan University of Michigan fu" CAROL ANN KAUFFMAN, B.S., M.D. Monntville, Pennsylvania Pennsylvania State University AOA QSecretarY75 Victor Vaughan CSecretaryj NEIL KEATS U M B.s., M.D. tt ti. .1 ' . . . - M Detroit, MlCh1g8H A y - it University of Sigma S 1i. I L:V,EL: A 112 'A' D- Michigan y ffvfichigan State University at SUSANQJ- KENNEPY, I Sault Ste.s1Marie, Michigan University of Michigan AEI his .0""f ,qs vtvt - 1 B.A., M.D. 'if' Bibstonfilniversity , . 4 v-Y KALLIOPI S. KONTOU, B.S., M.S., M.D. Athens, Greece Wayne State University 'UN l AEI ""'f.f' vw-ag, ii JAMES STEQPHEN 7 Arm University ofsMxciugan WA ANTHONY 'ii West Hartford, Princeton Univexjgity N gg Marygrove College - 'ij' eseisi t Viotor Vaiighaniii m' to ROLAND Atimont, Michigan e Phi Rho i flti' N ,i1e.11 . tiigie, .tiittittt ,,st. iiii etii tiie iiii JAMES eetts B.S., M.D. tfi1 t Constantine, ' ii Niichigan state VVN 5? BA., M.D. "137' DENIS A. LEBEDEFF, Dearborn, Michigan University of Michigan PETER A. LEE, B.A., M.S., Ph.D., M.D. Dexter, New York Houghton College University of Michigan DENNIS P. LE GOLVAN, B.S., M.D. Chevy Chase, Maryland 1 University of Michigan Phi Rho Sigma CPresidentj RICHARD ALAN LEWIS, A.B., M.D. Wellesley Hills, Massachusetts Harvard University Phi Chi flnreasurerjg SAMA Council Aequanimilax 7968 fBusiness Managerjg Victor Vaughan oLAF U. LIEBERG, A mai BA., M.S., M.D. , I Benton Harbor, Michigan W Western Michigan University ' ' I ' University of Michigan SAMA Council QTreasurerDg The Paeon Aequanimitas RONALD LIEBERMAN BA., M.D. Detroit, Michigan Wayne State University LC Bs,M University of Michigan BARBA he A gk ib T AAKUKE, BS, A Universl M i ' t of , W , Fento '14 A. Af Q 'L Josz t G, MAOIL, , Detr A Michigark Gem' owQ1ii7lJniver5ity.f1-,L 5 YM f ,, w if if it A I LKWREIGCE F MARSHALL Sfww Luxilgz B.A., M.D. Flushing, New York-"0 , University of Rochester P"'1""' wwf :WWHUSKI SAMA Councilg Victor Vaughang AOA JW!! -M1-wma-uwwirvvmswn 1 I if 3 :Z i - B.S., M .D. i i h i e, c lgan Ceniral Michiggn Universiiy " A . ,I .2 .,,, A H -- . ,. , 9. , ,, , ee u Ice resl en Kginn l OSH, ry in : i i igarn A M Xwi Y nR rve University dentb 5? - ALAN K. McKENZIE, i i B.S., M.D. Ann Arbor, Michigan N , xx University of Michigan Hr H E 31 O 3, f IAN, wil. M LEAN, - BS Mb N5 W ffm Nnilhgtariina s'Un14krs1ty .oiffvlxchigan ,MW 'tr W i,,,, ,,,. , ii,,. ,, wi, ,is THOMAS I. MILLMAN, B.s.,M.D. South'HQid,"!!IichiganVi ,Q University? of Michigan , i Ph DeltaE lon--fm nr for 'uw '-..,,,.,.w mr kr 1 'mv lg-ve' BARBARA MUDGE, BA., M.A., M.D. Evanston, Illinois Oberlin College University of Michigan AEI WILLIAM L. MUNGER, M.D. Walled Lake, Michigan University of Wisconsin DANIEL A. NAUTS, B.S., M.D. Rogers City, Michigan University of Michigan Nu Sigma Nu LANCE E. NELSON, M D Muskegon, Michigan University of Michigan Phi Chig AOA ANDREW S. OGAWA, B.A., M.D. Detroit, Michigan Kalamazoo College Phi Chi CATHERINE McCONNELL OGAWA B.S., M.D. Ann Arbor, Michigan University of Michigan A N., DAVID JEREMY PATT, B.s.E. Ch.E., Sc.E., M.D. Detroit, Michigan University of Michigan SHO GURDON R. PATTON, B.s.,M.D. Ann Arbor, Michigan University of Michigan NEIL T. PETERSON, JR., M.D. Grand Haven, Michigan University of California fRiversideD Phi Alpha Kappa ROGER W. PIETRAS, B.S., M.S., M.D. Detroit, Michigan University of Michigan MITCHELL POLLAK, M.D. Southfield, Michigan University of Michigan RICHARD C . POSTMA , BA.,M.D. Grand Rapids, Michigan Calvin College Phi Alpha Kappa QOUQ.. IRA RABIN, M.D. New York, New York University of Michigan AHMAD RAHBAR, BA., M.D. Sari, Iran Indiana University Nu Sigma Nu ing. 6- RICHARD LOUIS RAPPORT, II, B.A., M.D. Flint, Michigan Lawrence University Nu Sigma Nu CPresidentjg Galens w. LLOYDQSREDLIN, Plymout University Michigan Nu Sigma Nug AOAQifPresidentj DAVID W . REID , B.S., M.D. Romeo, Michigan Wheaton College Christian Society 5 KEVIN DALE REILLY, B.S., M.D. l ii, New York I Fairfieifd University Nu Sigma Nu BRIAN ALAN ROELOF, Bs., M.D. Galesburg, Michigan Michigan State University SALLY K ROLLEFSON Seattle, Washington Stanford UHIVCFSIIY AEI CVice President, House Managerj Women s Glee Club HELEN NOWICKI ROPPOLO B.s., M.D. Southfield, Michigan University of Detroit AEI ALBIN LESLIE ROSE Escanaba Michigan University 0fM1Ch1gaH MARTIN L. ROSSMAN, M.D. Oak Park, Michigan University of Michigan Nu Sigma Nu MARK S ROTH Detroit Michigan Wayne State University if w J ' - K, , ,W .,,,..,.. ,,., . .,,,,.,.,U,, :gym . , .W . , . , . ,,.. ...W .. W. -m....m :...,,g .W ,E ,, V . . , A. g' i Q . , ,,-- --II - D ' 1 , Z K K . ,,..KK,,,..,,,V,Q?.,,,,,,.....g..,...i.,nam,n.,,M,dm.-:QA W . . Smfggqfgf-fQ4552fmL:-1m5fg'f'-'E .F if Q , i Kff?2f1H.5fTEKff' K K' ,ali 1 75555. LG' Ei W' 7i95fEf'f3..Q'3fwL' A ' f K ""' B A M D "" -. . ' 'S ' ' ' ' ' I W K . ,eigmfgmfg 2 DCIFOII, Unlvefslwfgf . Ji 4 ' 1?,?,gS1' -1 5' -.ALL Z.- :1 fx .F ' Q xv K ,,, . . .:,..,,. fs -22 .. was 'fy 45 73 W r .1 Q5 .f mem .M 'I 44415 .' " 'SEV-1 'af A -3-K-.f.,gr ? ...-,Wgzm,,.fww1mg.ms W ,K .,,. m.,, ,,, , ,m.m ,, , ,, .m., . K -- -f - -1+ .,..m' 5 -we 1 aw V . K , - K , . ,.. K K. ' '--W"",-- -W . W,LL -- ,, K K ,. .,,. ,... -- f 'h" KKK., K. JK .pw -- . fi ' V- - '.,,,..m.1fff- ,, ' Ti' K """"" :f - f ,,,, ., 1. --kk I WW? . ' .. VKKVKK , - AS-'T '55'? ,Sv . , ,, ..,, .. ,,.. , ffb- 'Smmw , -1. ... ,,,.,,f,gf,K,,,. ...m.,..,xq.zQ-lsifffmfz KK .,., ,..,,,,..K,. ,,.,,.W.K,,..i......,.3.13,.f,.a,.!5gg.fW,,..pezfwmgmh.i.m.,,.-a.zQ..,.,.w..s,m1f.sI,w,-.f1V-.1K.,W1.M51,--..nw,-.-..2,.1,-A-V1.1 f,--- S.-mn.. ,ff.-x Mm --VI 'f-- A -Ewa 5??Eff2:f.iQ-. we 'M W" ' ' . ' k K K "" """'W' G K, KKKK """LLL K .,,,.. ' ,,.. K ..... 'fh-- ..,,, 1 .. Wm " - """ -. ., - . f W .-'M -,A ..,, - """ K. . , ""' A "K" .... ' '- iigfilefisi '--" ---- W"' ' - , ,,.. .,.. 1 l V I -I W W. H . V ,,,-- , , K -'-' Bw, ..... KKKKKK KKKKKK .. K ... g "kkk""LLLV' ii 1 'E-55JE?Ifff5pzwEEu5Ei:555EEiSB15:25537 'V 'fiwN'5:ff' "Lk 'li' . ..,,.. ,... K K... . .,.. - W1 , --II K K,KKK i '-., M "'LL LL" ' "-- 'm" ff ' ' i .,., v '.. r A Y . ' . f ' - Q . ... - .. ..,.. K M ,...K,,. .... - 5355, 'm-- ..,.. . .,.... ".- KKK, A W ' 2 VVKVK 53: I ,. ..,,. .,.,,,...,,...,,,.....,,.... . .,.. . wig " ' AAA" ,rf ,,,, ... . ---- KKKV K .' H K K .KKK f - i K i P K . . K ,... .ag L . h---h'k P3 .... . ,-W' 1 W ' A .. K K T..- S3 KX' ..,,L 'N' W W ,,.:.,. .... -, .-.Q 'f..s:..fs,f.m,,.wm...3,kg . .,,uE,.,...,.... - , ---- , ... NB3Qg...-,,,..,.,.,.,: X. ,, . ff: mils 'lf' ANDREW W. SAXE, B.A., M.D. B.Ph., M.D. Detroit, Michigan Quan! New York New York University of Michigan MICHAEL JACOB SCHERMER, B.A., M.D. Detroit, Michigan University of Michigan Glee Club, Victor Vaughan HARRY DANIEL SCHLOSSER, Wayne State UHIVCFSIIV Phi Delta Epsilon, SAMA Council JOEL ALLAN SCHNEIDER M Kalamazoo, Michigan University of Michigan AOA, Victor Vaughan ROBERT MALCOLM SCHORE, B.S., M.D. Detroit, Michigan , , University ofN1ichigan y y Phi Delta Epsilon ,,eett in ,,,, , K A ' ff'-faffif TERRENCE M. sCoTT, ,ff B.S., M.D. R Benton Harbor, Michigan 'A g Ai hd flA?fJ. University of Michigan Nu Sigma Nu W -,-WNW 551-'FREY c. SHOFNER, MD. Q Tucson, Arizona ka 3 X San Fernando Valley State College in lv f .11 7 f Nu Sigma Nu f ,. w. SIGLER, lllll .oll B-S- MD- 'fs 1 e Michigan University lll S lg DONALD S. SLUTZKY, M47- Michigan ii of Michigan Nu - JOSEPH HENRY SMITH, A.B.,M.s.,M.D. .S jackson, Mississippi S. Tougagloo College 5University of Michigan University of Oklahoma Medical School R. SNYDER, BA., M.D. . l Toledo, Ohio .johns University AOA yarn' , .i ,,,, S i zw s1fS0RQ1TlEN, Berkley, Michigan c yfiyt 5 University of Michigan f ' Phi C e Paeo n ,' A eq ua n im i tas DOUGLAS M. STETSON, M.D. Livonia, Michigan Antioch College ' University of Michigan K ' l. P. DAVID STEWART, ff Michigan State University 4 W MARLEN s. STREFLING, ' "i" A M.D. A K I Baroda, Michigan 5 " 4 x University of Michigan A- U - ' , "5 ' iil, i i w i U gcci1cf Iiifiili y ii RGGERAAAEAAKOONTZ STUART, fi- 2 vii 9 3 Y A jffit . 4 !f1"M" 3: -ii A Ji, AJ ' vii, -'S' I B.S. M.D. 4 ' P1 lxawifir V' '-'gg-" Q X "ji ffibgiz' 'i""fiigi,,1, ip' A ,N F 'Sci an i 4 . , ' U Washington, A X. ' i Ghio Wekleyanillnivereity g Ohio State Univergity 5 .2112-I , A 53 , '-o. S511 IVIICHAEL V. STULBERG, B.A,, M.D. 1 , - :KLV Detroit, Michigan i University of Michigan he Phi Delta Epsilon qvice aP1-esidehi ' Secretaryjg Victor gVaughang Galens A. Glee Clubg Curriculum Evaluation . Committee ALAN SUGAR, Bg.A., M.D. Detroit, Michigan University of Michigan 'ti' Phi Delta Epsilong SAMA Council AOA .LQ 1 JOEL SUGAR, BA., M.D. Detroit, Michigan University of Michigan Phi Delta Epsilong Chairman Student Research Forum, Lange Award' Dean's Award' AOA YUNG-FONG SUNG M Birmingham, Michigan University of Michigan PETER HYDE SWANSON, B.A.,M.D. Grosse Pointe, Michigan Williams College Nu Sigma Nu STEPHEN SWEET, M D Detroit, Michigan University of Michigan J. PAUL TEUSINK, B.A., MD. Ann Arbor, Michigan HoDe College JAMES KENNEDY TODD, B S M D Grosse Pointe Park, Michigan University of Michigan Victor Vaughan QVICC Presidentj AOA LAWRENCE W. TRAVIS, B.A., M.D. Okemos, Michigan Lawrence University University of Michigan WILLIAM J. VANDENBELT, B.S.,M.D. Ann Arbor, Michigan University of Michigan Phi Chi, SAMA Council C1967-695 Victor Vaughan JAMES E. VANDER MEER, B.A., M.D. Grand Rapids, Michigan Calvin College KENNETH M. VANDER VELDE, JR., B.A., M.D. Kalamazoo, Michigan University of Michigan ROBERT A. WAINGER, B.S., M.D. Detroit, Michigan University of Michigan Nu Sigma Nu BRIAN DOUGLAS WAKE, B.A., M.D. Royal Oak, Michigan Albion College SAMA Council, The Paeon Aequanimilas JOAN PEDDIE WAKE, B.A., M.D. Detroit, Michigan Albion College AEIg Aequanimilas JACQUELIN E G. WAKEFIELD, B.A.,M.D. Hudson, Michigan University of Nlichigan S. WILLARD WALLACE, JR., B.A., M.D. Grosse Pointe, Michigan Yale Lniversity Phi Chi QPresiding Seniorj Victor Vaughan ARTHUR WARSHAWSKY, PHILIP L. WATTERS B.A., M.D. Wyoming, Michigan Albion College Phi Chig SAMA Council B.A.,M.D. Southfield, Michigan University of Michigan AOA oN, LOWELL M. WEINER, M.D. Wilmette, Illinois University of Michigan WH wr 1 .sf if will fr' K ,Q ., it Phi Delrafspsilem W' ' bsgwfgwia, , ,, if sh, aw. WI' S V '59 ww Ks at ,da A "7 J, 9,1 r , , ff , F, 5 A ' fw?4.5-L my 5,4 fb il ......... it Having attained a goal it is the natural tendency of the mind to remember the good moments along the way andforget the bad. Thus it will be for the Class of 7969. Medi- cal school will remain in memory a series of achievements, and a time ofhard work. For many, friendships made will remain as treasured memories. The senior year will be recalled as the hrst delivery on OB-GYN, or as that remarkable case diagnosed on the medicine outpatient service. The thought of the two weeks of psychiatry will bring back a pleas- ant moodg the grinding, endless hours of student surgery will be largely repressed. During the senior year many decisions about career plans are made, and the class differentiates into the large body offuture specialists and sub-specialists and the ever and decreasing handful of students wishing to enter general or family practice. For each subdivision within the class memories of the senior year are likely to take on a different coloration. A large block of time during the senior year, the three month selective period, is used by a few as a break from routine. But most make it a part of their career plans and do basic or clinical research, or clinical work in their chosen fields. For these, this period becomes a small foretaste of things to come. We also will recall the anticipation of the senior year: "only X number of weeks, and we're done! " But along with our happy memories, we should carry a notion of the unpleasant ones, the bad things that happened to us as students or to our patients. The things that made us ache inside should be retained not as grudges, nor nursed as irreparable wounds-but simply kept to remind us of how not to act in the future to our fellow man, be he colleague, patient or student. As physicians we can do no less. When we look back on our student years, we will recall the first steps taken along the path ofa lifetime. It is understandable that most recollections will be pleasant ones. But let us retain also the memory ofpain, how- ever vague--and let the memory of all ofthe past, good and bad, guide our future foot- steps as physicians and as men. E IOR W' if ' R? 3 1? CCC it ? ll 4451? 'ff' gr A, i f A I l ' W FIRST ROW-Louis Anastasia, Donald Kahn, Aloe Morris, Cameron Haight, CHead of Sectionj Herbert Sloan, Sathaporn Vathayanon, Marvin Kirsh, SECOND ROW-Robert Tate, james Herlocher, Arnold Mulder, Thomas Orvaldulames McHale, Gilbert Herod, Stephen Turney, Thoracic Surgery t let ts' 'il 'Li l i i 5 Q ,O L , if ix? fr S' iilx FIRST ROW-J. A. Taren, Elizabeth Crosby, Edgar Kahn, Richard Schneider, fHead of Sectionjg ROW TWOAMiehel Andre, Thomas Ducker, William Warmath, Saeed Farhatg THIRD ROWfHank Gosch, Fred Kriss,j0e Hudson, Ross Davis. ,ight 5 ' i at ,,,,V i I A P I v """S S, ,g any 5 a ,tim if is 1 A-Q' 'ft IUastu:Surgery '5N tj .hi :X K, Q N f v Y, , 4, lv 'iv-ta ' " Z. -mf' i life l9C,4:.,3l 0 FIRST ROW-Robert O'Neal, William Grabb, Reed Dingman CHead of Sectionj, john Tipton, SECOND ROW-Istvan Borocz, Gilbert Kloster, Theodore Dodenhoff, Ralph Seaton, jr., Thomas Hudak, Christopher Zarins. FIRST ROW-Lockwood Young, S. Behrman, Robert Willson, fChairmanD, George Morley Ian Schneider, Russell Larosg SECOND ROW-Robert Hayashi, Edwin Peterson, C. Eaton Dale Taylor, William Ledger, David Middleton, Samuel Smithg THIRD ROW-Charles Newton Uwa Goebelsmann, Charles Kalstone, Robert Eehenberg, Thomas Gaydos. ynecol . I ., I ' I aa , A W , VN , W a R .p Q Ji 1., ' I i , x A X e i fs. -f a aa D X Bd if if-L t sail I , . mm,.....,: .. -N,f...,,,. nuuuunnn an-in h V ,...... ,, 3.5, 1 Q D If v I .P W PSP gl -X2 5 -.Xu -gxg Wg ' Nw 1 f Ms' W. ,1Z."',,g:ig 3 DZ' , 1 Q .9 ' . CLASS OF 197.2 -,,, .L x Y 1 1 1 pw A 4 I ,0 Q 4.444 4146 56944 JJ 4 14" '44 nl-644 .I 1. ' 11.4 My Q. k J' JAR If ig . K 'ff' ,fe if Edward Adler P. A. Anderson Mary Appelt T. R. Arendshorst w , james Bass Stephen Bauer 5 f ref I 1 4 A an 6? 15 Ng! A A ,mee- W M i 1 1' lin 'Y 4 N Q '. fry I U Q.. G. VV. Baumann Stephen Berger Marjorie Blick h M Robert Bolan james Albers R. S. Aronsohn -'09, Marilee Bedwell Claire Berteel Lawrence Bobrin ,I 3 'W l uf 0 g -'j1L"'Z ' Karl Bolstad H. M. Arrington a I C. C. Benz -:L ' W2 f ti I K -with . Y' Stephen Boodin Donald Bouma 1 'fi 1. 5 I G, Charles Braak E. C. Byerrum Of? C. A. Crehore ,v0. .4 .. ,, S lex., C. A. Creighton FHRESHMAN YEAR Medical school for the student can be likened to a long arduous underwater swim. After a long time spent in training and prep- aration, and a nervous hesitation at the wateris edge, the student plunges in to find himself submerged in an entirely new envi- ronment, unlike anything he has known. For four years he is largely cut off from the "outside world", spending most of his energies on completing the studies necessary to attain his goal, the M.D, james Brodeur Robert Browne jeffrey Callen Mary Carroll For the freshman medical student, events are at first very disconcerting. Despite Hfree timen taken by the "new curriculum" from the ancient forty-plus hours weekly of class time, he is still inundated with oceans of new material to be learned. He is expected to do far more than in undergraduate school, and faster. lt is no wonder that many stu- dents seemingly disappear from sight in the freshman year, to emerge only four years later to claim their hard-won degrees. e, , X 3 , , 4 ..... y V I' l FIRST ROW-Burton Baker, Edward Pliske, Edith Maynard, Bradley Patten, Muriel Ross, Raymond Kahn, Donald Enlow, Theodore Kramerg SECOND ROW-Allen Beaudoin, Charles Votaw, Alphonse Burdi, Seong Han, Edward Lauer, Thomas Oelrich, james Conklin, Donald Strachan, Theodore Sippel, THIRD ROW-Dawan Moosman, Bruce Carlson, Peter Coyle, james Koski, Roy Glover, Alton Floyd, Walter Castelli, Theodore Fischer, William Burkel. Ch 4 R. L.'Bucciarelli ' , xii: W? t ' 1 Thomas Cashero Gerald Burke D. R. Chartier Allen Burkett Dane Cogan 16 + .U 'l0 fe vi f ff A . I , A Paul Burstein Stephen Burton I . . X K Carol Coleman J. T. Collins X Q- T + H I M ' A-.. 2 -A SE lm 4 -ft ,Q- 5 vi 'mf 301 FIRST YEAR MONDAY PHYSIOLOGY Lecture E. Med, 10 Conference 11 BIOCHEMISTRY 12 Lecture Med.Sci. 3330 1-2 2-3 CLINICAL MEDICINE 3-4 Med. Sci. 53330 4-5 -eq 3 -rc Q..-1 if ----31' I-L , -Iwlwn .1 , ..:f" tlgf- -L THE UNIVERSITY OF MICHIGAN MEDICAL SCHOOL lst Year Class Schedule FIRST TERM 1968 - 69 August 26 - December 10, 1968 TUESDAY WEDNESDAY THURSDAY FRIDAY PHYSIOLOGY' PHYSIOLOGY PHYSIOLOGY Laboratory E,Med, Lecture E.Med, - Lectuzle- - - -E: Med: Ill BIOCHEMISTRY FREE TIME BIOCHEMISTRY Conference Conference BIOCHEMISTRY Lecture Med.SCi-3330 Lecture Med.Sci.3330t BIOCHEMISTRY 4' f ' ' - - - NEURAL at CLINICAL BEHAVIORAL FREE TIME Labo ator ' ' ' ' ' ' ' ' ' ' ' ' SCIENCES r Y MEDICINE s. 6450 Hosp. Med.Sci. 5330 The first exams of the medical school career are a new high point of anxiety for most. Yet somehow almost everyone passes, and the class settles down to a long winter of hard work expecting to get through, but with no illusions about the difficulty of the task. By spring, with only final exams ahead as one freshman noted "we have now com- pleted three quarters of the first one quarter of the beginning half of the total of our medical training-formal, that is! I In the following two articles, two students describe aspects of the freshman year at medical school. QC. -M AS IT WAS Looking back, the freshman class holds many first impressions of classes, classmates, and instructors. Those Hrst few days in August seem so far removed from today and yet seem like only yesterday. I can remember M5330 and how it is not the same room now as it was then, as I reintroduced myself to forgotten high school friends and was so impressed by all the impressive Medical stu- dents. I can recall Dean Hubbard,s speech and how we were told that "Medical school is not four or five years allotted time . . . is not as a trade, but Medicine is a profession to be entered upon . , ." 7 ra a f " h c t r A i A Marc Gallini Julius Gardin Mary Gellenbeck Roy Gettel M. Giacalone 5 A vk W5 , it . if - f' N ' 1 K a t t a ' i t 1 K 4 L 1 Eric Gutscher Elson Haas Gary Hallam Lee Haller David Harold Then classes began. Perhaps Clinical Medicine 500 was our most heralded course. We were told by someone that Clin Nled was an experiment, an act of faith of sorts in the belief that the Medical student can assume an active role in his own education from the beginning and that he will become a better physician for it. But Clin Med was soon also Biostatistics and the Accident, and perhaps then also we realized that much of our time could be better spent. Yet it was obvious to us even then that our educators are intensely dedicated to excellence and that long range improvement of our training will come only through participating mutually in curriculum changes. We can all remember the first time on the wards, confronting a patient in the role of the physician. Perhaps our feelings were mixed with a sense of pride and realization of our own ignorances and inadequacies, but the experience will always be a special one. There was also the basic sciences to con- tend with, and in something like 40470 less time than that allotted to previous classes. . 'iii' , ,., , L - ' sei S. L. Giannotta Carol Godoshian 1 x P n is n I 1 ? Jay Grekin Steven Gross Robert Gross if if xi Andrew Hauser W. G. Herringa Bruce Henderson sm? 1 E, H. Heneveld Gregory Henry ff lf' I A hh R. Y. Hertzberg james Hodges A 4 N . H. A. Homburger Peter Hooberman et. av' . ' :s'PLf"" .pix 'Quia W X 2 m l F kia is 'PH FIRST ROW-William Lands, Vincent Massey, Lawrence Oncley, Halvor Christensen, QChairmanj, Minor Coon, Dominic Dziewiatkowski, SECOND ROW-Prasanta Datta, Thomas Riggs, Lila Miller, Newton Ressler, jules Shafer, Isadore Bernstein, THIRD ROW-Howard Elford, Irwin Goldstein, Charles Williams,LIr., Richard Kowalczyk, Eugene Dekker, Gordon Nordby, Edward Napier. Biochemistry has afforded its own memo- ries. Trying to follow Dr. Christensen's lectures, trying to keep up with Dr. Gold- stein during one of his seven-page lectures on carbohydrate metabolism, trying to get the laboratory experiments done with the right results and then wondering ifit all was worthwhile-all this and more was Bio- chemistry. Physiology was also many things: Dr. Davenportis showmanship, Dr. Ranck starting things off with a full blown lecture the first day, Dr. Bohr and Dr. jochim and their cardiovascular apparatus, Dr. Sparks and Dr. Vander, among many others. And always, there were the dogs. Neural and Behavioral Sciences began by meeting in EM 1028 on hot fall afternoons and listening to the HFreaudians": Dr. McDermott and Dr. Finch and Dr. Coppo- lillo. Later it was Dr. V0taw's L'serious" comments, patient presentations in the crowded Hospital Amphitheatre with Dr. Magee and the neurologists. Dr. Magee later commented that our class seemstto have a different attitude from previous class- es, in wanting to learn more neuroanatomy. b h IT1 r Y - , M mn, Neural and Behavioral Sciences, like Clinical Medi- cine, is an "integrated course" called into being by the new curriculum. Containing elements of biochemistry, pharmacology, psychiatry, neurology, physiology, neurosurgery, and neuroanatomy, it is necessarily not the responsibility ofany one department, but is directed by a committee chaired by Dr. Charles L. Votaw. Pictures on these pages are of the committee and of Drs. Votaw and Feringa ata classroom session. x x -XG 'cz ,MAR f'73g C! ff W-, Au I , 'Q asm, 'W M. N. Lefcourt I ' , D. A. Leichtman w ' V4 ' ' 1 clinical medicme ,4 w, lu I' Though not run by a formal department, the course in Clinical iwedicine dominates much ofthe time ofthe freshman and sophomore classes. The course is run by the Clinical Medi'cine Committee, an inter-departmental group chaired by Dr. john Weller. The Committee has also admitted stu- dent representatives to its meetings. This Committee has spent innumerable hours planning the "new curriculum? Giving its large part in the frst two years, it could not be omittedfrom the yearbook. These pictures are ofthe Committee at a working meeting. I .2 V' john Mattson nr 4'-+A I, David Miller M. K. McAlvey John Miller QQ M235 . 'J k. M315 9. Gary Ludwig David Lyman S. A. McCormick 1 6- V 5 a- "" ,qifsfll . 'iff 1 I 2 z ,J ,IB Kay Nliller James Nlilliken Charles Mitchell lin' FZKSQ .4 725, 0 4- H .r-jr Q '51 ' Mfff 4 '. - ww GTM" ' . f ab, 14, ., Q E .QW . . , "rv-gf iff: ., .' A ' ,K 1- , -' . f ffl, ' -,I "J IA I H 'f , -4- f , Q , ' Q r 1 0 V, . ' if 9' .UQ J' xl ':' -. - .' 2' 7 -A 1 ' ,Q .wi ' -1- mr' ,- -a f. "fag ww. -- 5. - 4' f x ..'- E-J., 1 3 c- Q 5 ,. 13,55 was ff' " -1. -' .1 8 4 Y C f'4f"f . ,r- 'Q' 1, 4 Keith Miyamoto Eugene Monroe J .,,,,,......--..w. , , Carl Passal ' G. A. Perri Gary Pesselnick A A A Steven Roberts Davidrkepola F? -1- , apl. 1 T . A Q' A Q. Gerald Rogan Mark Root is lfr ei REFLECTIONS The new freshman program leads us to speculate on what may be one of its longer range effects. With the increasing number of debates concerning socialized medicine Qan intellectual euphemism being 'cmedical rights for everyonewj and the increasing social turmoil of the poor, it has been made more obvious that the medical services of our country are inequitably distributedg a large portion of the medical community has specialized in the diseases of the rich or D- gr-f--. xg: i xg?- v .V 'vi is Q' 9 la. ' ff' 1-X 3 'T v P it . 5 up ' 2 S, f if M 1 A drifted into necessary but removed research work, One might argue, however, that even if the physicians of the country were so motivated to set up hypotheticalclinics in the poor rural South or rotting city ghettoes, that there would not be enough M.D.'s to go around, that the quality of medical ser- vice would be compromised in trying to care for the masses. This argument is full of short-comings, which do not concern us now, but it does make the good point that in an economic sense, the supply of physicians is grossly less than the demand. A socialized l L l . An l A l Judith Rosengard joel Ross john Rubbo Mark Sager Leonard Sahn I 57' os- , 322, f if S t if ff' 2 .ff in A As ' h Ival Salyer Elliot Schaffer H. D. Schneider D. L. Schomer William Sclar medical health service, though providing needed care to many now deprived, will not correct the supply shortage. Yet neither will the status quo suffice. One must find rather why the supply of physicians is so small. The reasons for this shortage are many but I see one as primary, that being the popular premedical, medical, intern and on up to the physician image. This image is one of a pre- medical student, who because of overly vigo- rous entrance requirements, must follow a narrow, difficult and usually irrelevant under-graduate career Ci.e.-taking such required courses as comparative anatomy, organic chemistry, and quantatative analy- sisjg it is an image of a medical student who is kept in class forty hours a week Cwhile other graduate students attend fifteen hoursj, who must memorize volumes of facts and numbers, also have little time or opportu- nity for creative work, and who are con- stantly tired and tense, it is the image of an intern, who after eight years of strenuous training now earns less than a milk man, who works an eighty hour week, and who sees his wife and family on Sundays and Christmas, it is the image of the physician, wealthy but with no time to enjoy it, who has no time for his children and who gener- ally dies ten years before his peers. It is the image to many of a selfless life, but to the educated class considering it as a profession, it is an image of distasteful perversion. The iiii . " x , vo-gi' i e 5 Y -5,-t x,.,, V 19 " ' 22. L ... li f L james Scofield Mark Segall Stephen Selzer Steven Serlin David Shepard ff S 1-it S .ge fr Alan Shiener Joel Shulman Daniel Skubick R. M. Soderstrom M. W. Stanton we y na a i y 1:27 3 ' R Z x h! .. QVE if 'j Y 1 S, -I S qi - I f 3. ' 1 1 K V 6 Y FIRST ROW-,john Bean, Kenneth Casey, Lester Rutledge, Richard Malvin, Horace Davenport Qflhairmanj, Harvey Sparks, Nell Beatty, Judy Konen, SECOND ROW-Ruth McVz1ugh, Paul Rondell, Kenjiro Yamamoto, Neal Bandick, Luis Daufi, james Sherman, Dorothy Luciano, Bonnie Betley, Margaret Dawson, Sandra Legang THIRD ROW-A Paul Churchill, Dum-an Monro, David Mouw, Peggy Korty, Wil- liam Steinberger, 'l'ony Steinhardthlohn Hysell, Kent Stitzer, Newell Augur, Philippe Bonjour. il Vkwwqgqq P h Y S i o l o 3 Y f... 1 .4 1' ,gem Dennis Tenczam L. M. Weisenthal ' !Y '- QL g A -ll. l Nl, ' i - " ., Dwight Stauffer ' F. B. Stehmzm T. N. Stephensoh A gt: I t , . ,997 K' G. L. Sternback Kenneth Stiver Charles Stone 'D .kg 'I QT 41 if .,t ' '-1:4 "fmf3'3Li ' fm, li - "35, if -Q.M ' K . dnl -13""':ff."' A W ,- Ii, ffm' 'oiiff' Q-' --'Q-""f3f"l'i-1.l'?...s'-'F-ff' , iv x. ,y :Asif 15-Q 3 it '5 Qi' X, ff' .1 ' AQ.-if " 'Lys S m L X F , . 3' fL?X:',e?.fr1"K"5-i3?1f4"hn"' I' As, 'ff' " if .A re ' -c....f .2 L Howard White Alan Wile Booker Wright john Wright M. B. Williams l G. C. Whitaker SECRETARY Ruth Goodell CLASS TREASURER George Anderson :, W' L 1 . f Z? Q . 'G 11 15 Ti john Aiken Q K9 AA David Bailey .129 . K gb , v Fred Bloom v v:f , fL james Bonner Stuart Bostrom fn YM "" f, f , i ' Diane Broome gllllx Z li Q 'La-f ver' iw james Bullen jean Carlson Otorhinolaryngology , a. S da. - 5 ii A if ' ia ?.:. , R , we , ,, Q , 4 4 -Q l we R -4 T FIRST ROW-William Stebbins, Burton Jaffe, George Gates, Roger Boles, Merle Lawrence, Walter Work. QChairmanj, Frank Ritter, joseph Hawkins, Nathan Gross, Warren Griflin, Nels Olson, SECOND ROW- Dean Clack, Robert Ferguson, john Fink, William Miles, Ronald Rogers, Eugene Wasylenki, Robert Thilt- gen, Dwight Hecht, Terence Gallagher,james Werthg THIRD ROW-Donald Goin, Marshall Strome, Carl Hendry, Larry Winegar, Sherwood Vander Weude, Robert Komorn, john McGinnis, George Meredith, Robert Jensen, Charles Hamel. .s-f nil Richard Chesley Richard Cohen ff Frederic Collins Lawrence Corey Sophornores, '68-'69 The sophomore year at Michigan has traditionally been "the year of the grindw made up of unrelieved bookwork for some nine or ten separate courses, with only the thought of the clinical years ahead to provide inspiration. Seniors remember for more realistically, avoid rememberingj 40- plus hours of classes per week, including of course Saturday mornings. Education seemed to be measured, like a prison sen- tence, in terms of time served. We were sure that Sundays would be used for classes even- tually with the ever-occuring, much overdis- cussed 'fincrease in medical knowledge." And worse, this knowledge was just thrown at students in wholesale lots, with seemingly no selectivity. Trivia was frequently accorded as much time as material of impor- tance. Of course clinical correlations were exceedingly rare-every once in a while an instructor would point out that his subject might be relevant to the practice of medi- cine. But not often, we frequently had the feeling that the subject might equally well be entirely unrelated. CRemember the infa- mous Microbiology exam featuring the mil- Howard Deitsch V4 wh J-Ji: .Ji- 'x joel DeKoning Milan Demeter In 3- , Ku sd Philip Dennis Dale Derick Ronald Dirkse A . 3. Richard Dryer Lawrence Duke Emest Dunn Q' John Drlik le Steven Eisinger 6 5 Rl lil I livoltages of various Clostridia?D Patients were near-mythical beings, except in a course in Physical Diagnosis, which more often than not was an unguided experience in inept fumbling. And what of the "seat in the front row of the stalls of human drama that medicine is supposed to occupy? Where was the joy, the anguish, the hope, courage, challenge, and failures, the heart, soul, and spirit of medicine? If any of these existed, sophomore students were accorded no glimpse of them, being presented instead with the dead body of medicine, life crushed from it. No wonder that the involvement of many students was at a minimum level--and the profession continued to worry about the long-term decline in applications to medical school. But for the sophomore class of 1968-9, this was a different year. In fact, as the first to traverse the "new curriculum" the Class of '71 is always having a different year. To the unending envy of their predecessors, they have no more than 32 class hours week- ly, with two half-days free, and no Satur- days. Courses have been reduced in number to four. Increasing selectivity seems to have been introduced, with a heralded H4076 decrease in basic science material" Caltho W, I FIRST ROW-Henry Swain, Edward Domino, Maurice H. Seevers CChairmanJ, Edward Carr,jr., Benedict Lucchesig SECOND ROW-Fumio Ikomi, Takeo Fukuda, Teresa Erill, Thomas Tephly, Hiroshi Kawamula, Marcus Gomez, Albert Listong THIRD ROW-Raymond W. Ruddon, Izura Matsuoka, Tetsuo Oka, Leigh- ton Whitsitt, Ian MacLeod, Pedreanez Carruyo, Sergio Erill, Walter Baird. ' Pharmacology A Robert Fisher Ronald Franks ,, . ,K K , . 1 1 Q., 3 fill - 4."',? and iv 'CI ,ska james Freier john Freitas Richard Gaston ff' many sophomores would disagree with this ligurej, Clinical correlations are dramati- cally increased, via the new vertical-core type courses in Clinical Medicine and Neural and Behavioral Sciences. The Class of 1971 actually saw patients as freshman. Yet as might be expected the sophomore year still has its share of rough edges. The curriculum was changed, but much of the system remains, with new names substituted for old. But what is really different is the response of the sophomore class. Rather than grumbling futilely and then enduring it, or simply disappearing, the class has set about doing something about it, and in doing so have created for counselors a dis- tinctive image. The following excerpts from the pages of the Paeon best tell the story: ii, , t -SEV-I' 1-' - l 5' -S,:wf1Y:if::.,!ffiffww, 5-'Q ' up ,r,i,..i,yu by N gf? at y liie ' ','f i, .f.h..- t Att.t - 1 l f, f Ellen Hinterman i'i", - ' sy ff? 1 Richard Herzog I james Hiveley Robert Hildreth as M ev jeffrey Herman 'ii ai H 59 , la Q .Q ' 4 ' Y e 'S fn 4,035 ,im x 'Q 'xv 9354 u"':'-Yyfayfi William jones Heidi joos Dennis joy Patricia Joyce . ' Q, Q 1 5 gf, -4 'W 'L :Z XV Y ' ii if ' james johnson Stephen johnson Alan jones ww-........, . , .N . X A xx xx M- , 5, x. ri VL L f . f i , , .' N J' , . ga I' f-3:11 ff ..Z 6 - 'wg 'lf' Ss. CWQD -Xl! y Cnr 4' Nw! sl ii 4... f av , V., , A jonathan Katz john Kilian I J li Y XI' N' Andrew Kives David Klegon J, ..,,." -23.5 , ,J-, ,. -olyk, ,X s 7 -4' 0-. . .',Q'4"'esf,'g 4635, fg- , fifjftw .C ta ' ,-x Q1 . nv -A925 "' ,,. M X L, n - 'R' 'Q -s...,-E li 51. Nw, x Micro- f biology f Nicole Krein FIRST ROW-Albert Wheeler, Charles Shipman, Walter Nungester QChairmanj, Donald Merchant, Lloyd Kempeg SECOND ROW-Delna Garrison, Arthur johnson, Frank Whitehouse, Elliot juni, Ronald Olsen, Rolf Freter, Richard Haines, Lois Paradise. . ss' , Robert Kraff nr. ,, lf 1 George Krick -.44 SA!! cn . 'ff-r Vincent LaPorte .ag I lr 1 ..- KYM' P Edward Leib james Lesser Nearly all of the Sophomore Medical Class gath- ered together in M3330 last Friday afternoon, Octo- ber 25, to voice disapproval over some aspects of the generally well accepted new curriculum. joining in the impromptu, but orderly discussion were Dr. Robert Green, Dr. john Weller, Dr. Colin Camp- bell, Dr. George DeMuth, as well as members ofthe Public Health Department, including Dr. Fred Davenport. The class has been assigned to split into four groups in different areas of the medical center from 1:00 to 3:00 in the afternoon for Public Health lec- tures in the Clinical Medicine 600 course, but a class meeting held over the noon hour called for the large gathering instead. It all began when about 40 sophomores met at noon on Friday for a class meeting concerning a multitude of grievances, from recent examination questions to dissatisfaction with some of the lectures-primarily those presented by the Public Health Department. Most found the Public Health lectures to be irrelevant and boring, but a note from the Public Health Department announcing that there would be what was interpreted as a quiz was perhaps a precipitating factor. "If the Public Health Depart- ment can't make lectures worth coming to,'l it was argued, 'Lhow can they further insult us by using a quiz as a gimmick to make us attend?" Soon the group, which was becoming larger by the minute, realized that the real issue was not that Public Health was an unworthy subject for lectures ton the contrary, the consensus was that Public Health and the students deserved better treatmentl, nor was the issue particular exam questions. CLThey can ask us what of the population Tel-Aviv is if they want tofu a student declaredj. The real issue was medical edu- cation, and what the student could do to improve it. At the noon meeting, proposals were considered to do something to make the Public Health Department aware of growing student dissatisfaction. It was suggested that the whole class not go to the lectures fthere were four classrooms originally assigned for small-group-case-study sessionsj, or that a walkout should be staged-but these ideas were rejected as not constructive enough and too easily misinter- pretedg they might cause more harm than good and make communication even more strained. Finally it was agreed by the great majority simply to gather in one place and call for an open discussion. Then stu- dents were sent to inform the rest ofthe class and the lecturers ofthe mass assembly in M3330, Some stu- dents then noted that perhaps the rest of the class would not agree, and that because of the lack of preparation there could be no realistic proposals for improvement. But despite the obvious shortcomings, it was decided to go ahead and at least make known the feelings ofthe vast majority of the class. By the time class would have begun, Mike Epstein, who was requested to speak for the group, explained to the four faculty members present that '-vs as we William Levis Robert Lootens Richard Louden Harry Lubetsky Indicative ofthe concern and involvement with medical education of both this years sophomores and certain members of faculty and administration have been a number of meetings held outside of regular school hours to talk things over. What was accomplished is hard to measure, but this year the effort has at least been made. K if I 3 . W-W,-,W--.ww ,,,.. . ,,,,.,kk ,V A-,. ,.,,gg:ftwf3wt T. ,..,..,,,,,1i,,:q. ,,,. swam, ,fi-:wwff:z'azga5mwtwmw,,,wil3ti, the class felt dissatisfied with the lectures and hoped, to discuss the situation with those who could make some changes. Mike made it clear that it was a con- cern for Public Health, not a denial of its importance, that prompted the meeting, and invited the lecturers to form a panel and begin discussion. One of the professors declared that he was so impressed with the size of the audience that he would be willing to dis- cuss anything. Soon Dr. Fred Davenport, who had previously delivered Public Health lectures to the class, arrived and the question-answer period continued. Dr, Davenport and the rest of the faculty, as well as the students, all handled the situation well. But it was clear to the students that more than just courtesy and self confidence was neededg an honest reappraisal was being called for by the students. Soon Drs. Green, Weller, Campbell and DeMuth joined the ik-4 Richard Martin tete Diane Masters jeffrey Mattes , 'Qs-'Wm' :SW - , K Di Q sm., 1 4 av 7 Y' '3' Frederick Miller M Lvr, V-fmttgfiwy.. ,,L, ,tri ..,. ,,::,g..gss.-ff-i W,ff :- spectators in the rear and were invited to come and take part. g y A variety of constructive proposals and respectful criticisms were well made by many class members throughout the twor hour period. Proposals were made for more meaningful community public health projects, including a Public Health rotation. Much concern was shown for how well and how much the class was actually learning in both basic sciences and clinical medicine. Many students made the point that this class is concerned with participating in commu- nity medicine, participating in its own educational change, and deciding how its time is best spent, and won't tolerate poor lectures that don't make good use of time. One class member warned that the student voice must be listened to while the students still have faith in the medical schoolis change-making process and are willing to cooperate fully. Others found many lectures not worthwhile and suggested the use of good handout material. Before the session ended, the class voted by a show of hands and overwhelmingly approved two motions: lj that the class approved of the discussiong and ZH that classwide dissatisfaction not only concemed Public Health, but some Clinical Medicine presenta- tions as well. In closing, the members of the panel said that they found the session rewarding, and welcomed further criticism from the students. The two-hour impromptu meeting ended with applause from both sides. .ca .1 David Miller 5 J Alan Mindlin . Q fi Q ., ' li E if g 1 I sl David Ott Gerald Ozanne ,, .?, ,, , iLh 'Q- , K JoAnn Nelson jerry Neuman FIRST ROW-Paul Gikas, Bernard Naylor, Robert Hendrix, Samuel Hicks, Krishna Dar, Barbara Barnes, Mary Schweikle, Dorin Hinerman, Constance D'Amato, A, james French QChairmanJ, Ronald Nishiyama, Harold Oberman, Rees Midgley, Robert Schmidt, Harvey Baer, Adm. Ass'tg SECOND ROW-David Rosen- sweet, Mr. Roger Calam, Douglas Siders, Philip Gruskin, Jerome Nosanchuk, Theodore Meadows, Merrill Cohen, Vernon Gay, james Fox, john Olson, Paul Ginther, Thomas Dicke, Lawrence Loesel, jon McWhirter, Benram Schnilzer, Thomas Johnson, Joel Shilling, Louis Rosati, Don Weaver, Hideo Itabashig THIRD ROW-Fred Smith, Fred Holtz, Manfred Soiderer, Charles Short, Ralph Hulett, Miloslav Talas, Carl Schlecte, Henry Kallet, Paul Wilson, Gordon Niswender, Ellsworth Littler, Ian Turnbull, William Hart, Warren Helwig, Michael Herrell, Lee Weatherbee,Ar1hur Belding, Sang Baik. Pathology K fi Donald Palmer '," -1 L -0 Y :L y 7 iw' Charles O'Dell Marvin Oleshansky ' "'.7' K : Ml Us iv? 2 -5+ 6 ilk? lx The results of the meeting remain to be seen. Perhaps most of the students don't expect real change in the sophomore curriculum this year. But at least better communication on the part of faculty, stu- dents, and administration has been made with the respect for each other's position that makes more dialogue possible. jj . Student reaction to the session are mixed. Mike t Epstein, who was the spokesman for the students at the start of the discussion, explains that the purpose of the meeting was "to get across to the faculty that the students were concerned over some issues, and that the concern was classwidef' He feels that the confrontation will produce more than anything else an attitude change on the part of the faculty. Mike was impressed with the great attendance and the fact that everybody took part and paid attention for two hours. Denny Davidson, sophomore class president, finds an important issue in the fact that "many students hoped for a community medicine type of thing, instead of old-line Public Health." Denny reports fthat the faculty had praise for how things were han- dled. Dennis Joy, who was present at both the noon lzmeeting and the major discussion, feels that the ses- sion ucould have been better planned," but was s--'priser' "that the hot-heads cooled down" by the time of the large meeting. 1.....t,s:fx,.."? .Mil 5 f LJ Bob Kraff expresses a minority viewpoint: "It was only a class meeting which raised several questions not only concerning Public Health presentations, but also the proper perspective of clinical information presented during the pre-clinical two years. Most every student appreciates the relevant and compre- hensive clinical correlations presented in the new curriculum. Nevertheless, the hallmark of a Michi- gan graduate in the past was his superior under- standing of fundamental concepts--an understand- ing build upon the finest pre-clinical curriculum found anywhere in the country. Some of us, myself included, wish to be assured that such a basic founda- tion will not be jeopardized by presentation of exces- sive and premature clinical material." It is essential for optimal improvement of our medical education that the constructive and activist spirit of the Class of 1971 continue. The class attends fand criticizesl lectures in record number and shows the responsibility and initiative to do more than just what is required. The impromptu class meeting with its near perfect attendance and non-stop attention attests to the class, willingness to try to effect needed changes. The more than 60 members of the class who have signed up to visit the medical facilities at the Ford Rouge Plant in their spare time indicate more strongly than words can that the class is concerned. As inflammation is a healthy man's response to infection, so also is the response of dissatisfaction to faults in the medical school curriculum a good prog- nostic sign. Today's medical student is an optimistic therapist who realizes that more than symptomatic relief is indicated, and who is willing to alter "the course of the disease" or "the disease of the coursew as the case maybe. fcontinued on page 1185 Genetics N., -2 f '- s fi. Steven Saltman ' 4. er Keith Shoaps Randall Smith 33? if Y Q. yw W Aw 5 f x 1 . FIRST ROW-Napoleon Chagnon, james Neel QChairmanj, Henry Gershowitz, Donald Shreffler, Robert Tanis, Oliver Darlington, Ronald Griffith, Yasuo Nakagome, Lowell Weitkampg SECOND ROW-William Schull, Robert Kroothhlean MacCluer, George Brewer, Nydia Meyers, Arthur Bloom, Myron Levine, Richard Post, Charles Sing, Donald Rucknagel. it x Public Health A :- Phillip Storm David Stutz 7, gy X R " I Richard Sullivan Marion Sutton joe Talbert ler, Avedis Donabedian, Kenneth Cochran, Isadore Bernstein. FIRST ROW-Solomon Axelrod, Harold Magnuson, Myron Wegman fChairmanj Felix Moore SECOND ROW-Alben Hennessy, Bertram Dinman, Donald Smith, Vernon Dodson Leo Mied -3' 'ao 1' Stanley Stys igllizilgtq' I Larry Tate ONTCGENY of the SPECIES HOMO DOCTORUM lstyearstudent. . . open found wandering about mumbling peculiar sounds known as "minutiae " He has a well-formed prehensile grip adapted admirably well to holding objects known as "test tubes. " Living primarily in the jun- gles, he nevertheless frequently loses his way amongst the trees fand even the leaveslj of the open-visited Forest of Knowledge. His skin and clothes reek continuously of formaldehyde-phenol. Zndyearstudent. . . has evolved so that he is now a cavedweller, holing up in these caverns known as "clini- cal microcopsyl' and 'path lab. " The marked kyphosis is an adaptive posture, resulting from looking through black cylin- ders. Known to contract .several dozen imaginary diseases while studying them, his memory cells have undergone near-maximal proliferation and he has already experienced a dramatic decrease in creativity. 3rdyearstudent . . . has become a gregarious animal, as evi- denced by his wandering about in very large caverns flmown as "wards'Q within groups of haljidozen of similar species. Notice his characteristic attitude: running. If asked the whereabouts of his destination, he will in- variably not know. The object in his right hand is a specially collected specimen of liquid excrement, upon which he will reli- giously pedorm certain magical operations, measurements, and observations. Curiously, it is said that such activities are done for his own health! 4th year student . . . Notice the bored expression on his face. His mind is a blank because he has a complete reactive amnesia for the past three years. His ability to give the correct reply to a question which has two possible answers has risen above the proverbial 5096, how does he do it? By silently reasoning out the logical answer and then voicing the opposite alternative! The intern. . . is said by many experts to be close to extinc- tion. His arduous, lengthy workdays are such that he is frequently disoriented to time and place. Notice the clouded eyes rom endemic fatigue. Object in left hand is a peculiar device that periodically emits a beeping noise which is a conditioned stzmu lus to pick up a telephone f f a -by 'lim Burton Reproduced from The Paeon l Gerald Tomory - sq- rJ 7-, james Torzewski Wayne Trinklein l Ophthalmology FIRST ROW-Gary Sandall, Richard Gutow, Daniel Green, Morton Cox, john Henderson QChairmanD, Harold Falls, Reimer Wolter, Frode Maaseidvaag, Bruce Cohan, SECOND ROW- james Barnett, Roger Meyer, John Mertus, james Kiess, Gregory Heyner, Roswell Pfister, Keith Burnes, Terry Bergstrom, THIRD ROW-William Hawks, Mark Cohen, Alfred Newton, Ken- neth Musson, Bartley Frueh, Charles Smith, Claytus Davis, Frankjohnson. X ' ' I 5 . mr, 3 M , it 22 7 Ti? V, ,"' , V' . I F fx if K: M v as i F, Q N 'W I ', by Y ' ,gi iii we i flat 1 S A 6 I FIRST ROW-Phillip A. Hoskins, juan Fayos, Charles Simons, Isadore Lampe, Walter Whitehouse QChairmanj, Harry Fischer, William Martel, Robert Rappg SECOND ROW-john Remo, Charles Mueller, Leslie Menuck, G. S. Kang, Howard Pollock, Thienchai jayasvasti, Neville Rothfield, William Berry, james jagodzinski, jose Campos, joseph Bookstein, Andrew Poznanski, Anthony Lalli, Arthur Kittleson, Elizabeth Schmitt, Stewart Reuter, Yoeh Ting, john Thornbury, Lily Lim, Paul Scholtens, james Rytting, Trygve Gabrielsen, Hector Rodriguez, Barry Bates, THIRD ROW-K. T. Bose, Andrew Durkin, William Miller, james Crane, john Robins, Norman Moscow, Sterling Kaye, Peter Reveno, jack Meyer, Donald Newman, Anthony Peck, Kenneth Fellowshlohn Edlundhloachim Seeger. v s ,X t, Radiology f 1 L 2 . l Q 1 ll 'A , . all I 1 li 'Tx' 5 KN - .,., ,-T L V .t"" l i Y -ar X ' LQ--Tifli i Liu glinvfzj Q il Q ,W o e A- - Z , fy , f 1 jf ll l ,yf'5e5?b ii li gi li S H fi A nl in All i l. V r .fl' S J , I l l . I 5. ,'Jx N full ta ' 5,1 4 ,. Y Y D I ,, y X XXX, Z im V i n XW,' v", 1 l' it ll' A rl y t 1 ' il .igf 1 il I Nl to Q Y -Q VJ l 2 qi ,f '74, . L " ' iii ,ff ' Y i 4 l P, X , If gffwfl, :fl ' K H' l 'i X 1 y K f I - ,l 1 , l ', , tix - Xt l I 4 X , C ,fix S 4 l " ,K I f7',f KX , IP, ' X! V, X W , ' ' l NN hr fi li . ll. , xg? e Newell Washburn Q W A Fl will joe Watts Ellsworth Webb S if David Winston an -J .3 '01 john Young Margaret Zanotti Perhaps this year's sophomore class is just more "activist", reflecting national student trends. Perhaps in a few years, the faculty can settle back to the good old sur- face docility and servility of the traditional medical student. But we think not. Having been shown some willingness on the part of the school to improve the quality of educa- tion, students are once again showing a will- ingness to become involved in their own education, rather than passively enduring it, serving their time. It is this sense of involvement that has characterized this yearls sophomore class, making it different from those that have gone before. It is this sense of involvement that we think Michigan would do well to both encourage and take advantage of, rather than stifling it, or worse, letting it die for lack of response. 'fff -di A N ' 'ivy Douglas Wrung james Yeckley A X 'ir as I 2 Zibute Zaparackas David Zauel ,J 47 PRESIDENT SECRETARY 19 . CLASS OF 1970 VICE-PRESIDENT I . Q gl TREASURER Mt . Larry Bedard Samuel Broder joseph Calkins 1 Martin Chcever Robert L 6? mff,,,,,.x..,.. ,. .5 5 . ., 5 9 i j V if U s . -xx is , " X 'ii J f L ,,.., f,,. , Q K 1 r 5 t Carol Clayton Stephen Cook NX .af Sr Thomas cooper J. Y. 1 james Curran Paul Dekker Jw e PRESSIQ S of the UNIQR YE R The junior year is a year of action, the beginning of a life-long involvement in the real purpose of medicine-the care of your fellow men. For some 90921 ofjuniors, this year helped mold their ideas in selecting their field of medicine. Preparation for thejunior year begins in the second semester of the sophomore year with the choosing of the rotation with which the student wishes to start the year. Some rotations are oversubscribed, so the class then selects a method to fill the "vacancies". Some classes use the ancient method of lot- tery, others the newer innovation, The Computer, but regardless, all methods leave their dissatisfied students. Despite the order of rotation, juniors must currently take all the same subjects-so in the long run, it usually doesn't matter. junior rotations in 1969 were in their last year of the present form. Curriculum reform proceeds relentlessly, and the juniors of 1969-70 will have different memories of their third year of medical school. Whether these will be better, worse, or simply differ- ent, only the passage oftime will reveal. A .XJ gvtjggvx Q. - W 'en ww is vis' was . ,few file? 3 V i . A V- -X M, , . 1- - , H D . . . ,, . tive' 555-F-mf' ' , 1' L ' f . .. .,... .t .t . -S 'Am The junior year for the class of 1970 is divided into three month rotations in medi- cine, pediatrics, surgery, and an incredible kaleidoscopic mish-mash of happenings known as ushortsw. Each of the rotations has its own character and general mood. Of course this was different for different groups of students, but in a general sort of way this Hmoodw was experienced by all. The medicine rotation, more than any other, gives the NNI-3', the opportunity to learn how a complete history and physical examination, Cincluding rectal, of coursej, can be completed within one hour. This 'one hour, is then followed by a two hour session of writing all the information gained down in the manner prescribed by Those On High, with negatives ad nauseam as well as positive findings, and then a ridiculously complete differential diagnosis from the most probable to the 100-to-1 shot and let us not forget that by the following morning a complete blood count and urinalysis must be performed, with results entered on the Robert Dewirltel' Barry Dewitt " E NEIICIIE . " fi?iv ,,,,V t -ff"' my-gk' W 'lu-he, 3 Q amz? .Q .ave M, t QQ D, 6 V M y-If Q, will -,:, f. 'QI -s fm ' I ' 1 . -, :Zz Mark Fishman jacob Epstein Thomas Downham Q5 . 'v' 'Qu ,,,," i - Q- .f ,Y 3,'S,s . Ralph Foulke Peter Fujiwara Brian Gersten of Pediatrics , . 1 at at 3, t FIRST ROW--Robert Parkhursthloan Sigmann, Richard Allen, David Dickerson, A, V. Hennessy, William Oliver Cflhairmanj, john Gall, Ruth Strang, William llowittg SECOND ROW-Roy Schmickel, Roxie Holland, plane Wong, Patricia O'Connor, Manha Spencer, Mary Roloff, Burton Perry, David Tubergen, .joseph Bauhlis, Steve Koeff, Bassam Bashour, Ronald Keeney, Donita Sullivan, THIRD ROW-Leroy Bernstein, Lawrence Kuhns, Eugene Dolanski, Roderico Luttman, Meerhi Sriprasert, Dietrich Roloff, Lee Hurshman, .john Schechter, lvlirhael Cooperstock, Norio llndo, George Bacon, Arturo Lopez. e f i - . t r l t 2'-"-I 3 2'-"" E'-"' 1 ' in A sua l ff? gy james Gosman proper laboratory sheets. Morning rounds give the student an opportunity to give a five minute concise dissertation on the informa- tion gathered, and then to gather in pearls of wisdom from the faculty rounder on the disease process or physical findings. How- ever, as likely as not this will be a sterile exercise, with the student left little wiser than before by his mentor, No other being but the M3 can stand quietly for four hours enduring morning rounds, watching the professor examine each new patient in silence, and answer questions from the number of glomeruli in the adult male kidney to five triads featuring splenomegaly. And then from morning rounds to early afternoon x-rays, an exercise in which the student with a good knowledge of anatomy and a quick imagination can excell. The M-3 on medicine by necessity becomes an expert in the workings of a hospital. He quickly learns how to arrange appointments for his patients for major laboratory procedures, and learns how to ferret out the results after they are com- pleted. fThese results are reported faithfully at evening Hslip roundsf' with a grunt often being given in return.D The M-3 is the best educated but lowest paid messenger that the hospital has. He also becomes a walking telephone directory, having learned all the telephone numbers of all the labs. 126 I Robert Greenberg Arthur Gulick james Hall N 4, ,Z , , ..,. , G ?,.,E,gS?' , 5 . 3 x 1 . , WB. , , Q QE- at , 9 W 9 ' iv a ' 2 P O l , i '7 I FIRST ROW-john Voorhees, Alvin Niemer, Cara Doane, William Taylor, E. Richard Harrell fChairmanj, Arthur Curtis, fProfessor Emeritusj, Albert Wheeler, Gerald Stoker, Florante Bocobog SECOND ROW-Thomas Kohn, Andrew Rudolph, Lucius Earles, III, Melvin Lavine, Larry Millikan, Richard Zuehlke, Howard Dubinhlames Wilkins, Richard Castiello, Patrick Murphy, Fernando Botero. fl 'Q' sf T " z t if ,Sw 1,gffwNX kk,. tti' E MXX ,gx-iTyf,?i4.1'x-, s-QA fd A' or wif it 1 , t ,nf kt , f W f it 1 David Hammer james Hannum Lloyd Helder 4' '1?' Ax Wallace Hodges Anesthesiology s - .t P Jlvf, t t I . In FIRST ROW-Orestes Martinez, jay Finch, Georgine Steude, Roben Sweet, fChairmanJ, Naty Yu, Thomas DeKornfeld, Ikbal Singhg SECOND ROW-Ronald Lutz, Jerrold Utsler, Zofia Iohannsen, Sandra Gomez, Ingeborg Dorostkar, Irish Crisanto, Mary Mafee, Vita Pliskow, Freder- ick Brosch, Sam Carter, THIRD ROW-Adolfo Lopez, James Scharphorn, David Wright, Dennis Harvey, Thomas Corbett, Alan Stoddard, Richard Merkle, Dong Soo Han. yi- R g ,+, s s 1 .gk Q 5. MW.-NA - W ., ,LV .1 ' I T ., ,,v, i im 1 .juniors have the opportunity to spend a portion of his medicine rotation at the Vet- erans Hospital where he becomes a special- ist in pulmonary diseases or to Wayne County General Hospital where the food is free and clean white short coats are provided gratis. Because ofthe heavy patient load and limited staff the junior at Wayne County is allowed to perform more medicine proce- dures and is able to follow his patient more closely than at the University Hospital. Yet the most gratifying aspect at W.C.G.H. is that you are considered as being a member of the medical team, not just another damn student getting in the way. Yet thekjunior begins to learn what medi- cine is all about, the devotion, the hours spent in attempts and with frequent suc- cesses to overcome the disease process. Death is a reality with which few students were previously acquainted and now becomes a reality. No matter what or where he experiences his medicine rotation he generally learns enough to at least pass the exams. Stuart Houser Gerald Hoyt What is the general mood of the medicine rotation? Little further comment need be added to that above. Juniors learn some- thing of medicine in one way or another-some few even have a good time at it-but for most the mood is one of pressure, anxiety, frustration at too much time spent with too little learned, and often depression about archaic forms of education, which seem to exist not so much by intention as through neglect. 128 David Kinser David Kahn . .3 K Louise johnson Q on Ixmvunen kenneth Kraemer Rlchard Ixrouskop A i' fu 1 9.6 1. ,A ,Wo viii' ,Xu . ,. .-,,.H,. A 'M 1' A ful., . . ,, A , I ,044 f H4 1 , 1 ,Q . M, .. N, "' rl 1 4, ' . M.. ' fin' ' "'-cg-.f.,.. '.,., , Y 1 V" in 9 u,g.,,, if U, 4 5' .1...,,. ,U4 1 'A.., ,,, J . K fd ' '-'41 -214 77 .1 -... ,4 'VM' -1 644' wwf 7 ' fd' li- .lp M ,, .,. tu f , Bruce Larson George Layne Robert Levey n iisffif' Ytf. Qi" fa- XS. NX Q i 4. ,X w 3 l William Litzenberg Internal Medicine W FIRST ROW-David Watson, Maged Khoory, F, Robert Fekety, David Bassett, james Greene, Robert johnson, Kenneth Mathews, Ronald Bishop, Keith Henley, Winthrop Davey, Ivan Duff, William Robinson CChairmanJ, john Weller, Muriel Meyers, C. William Castor, ,Iere Bauer, Robert Green, David Rovner, james Cassidy, Armin Good, Vernon Dodson, David Sminoff, llosef Smith, William Solomon, SECOND ROW-Richard Lockey, Richard Danehower, Kenneth Bergman, Barbara Avren, Dorothy Mulk- ey, David Cundey, Edmundo Sagastume, ,Iorge Dominquez-Berroeta, Osrar Macal, Don Hodges, ,john Kammermeyerpjeoflrey Strooss, Vijaz Varma, Manuel Nava, Eugenius Ang, Ralph Knopf,,Iohn Horn, Allen Cherniek, Sunil Das, Tuvia Rosenberg, C. Rosales Wynne-Roberts, Lloyd Gelman, David Scheinhorn, Ger- ' ald Gros, Martin Nemiroff, Ernest Reynolds, May Votaw, Lowell Quenemoen, THIRD ROW-Robert Overholt, Thomas Addison, Robert Finkel, David Katz, Peter Gay, Edward Alpert, Harry Huff, Guillermo Pinedo, joseph Walton, Robert Coe, Terrance Fisher, William Shell, ,lose Sanchez, Donald Wadland, F. Deaver Thomas, Allan Chernov, Donald Kay, William Gracie, Sara Walker, Lawrence Perlman, .james Murphy, Sergio Erill, Blake Berven, Dugald Maclntyre, Thomas Hansen, Elliot Rayfield, FOURTH ROW-Owen Haighlames Sauer, William Meengs, William Howard, Andrew Zweiflerhjames Weiss, Richard Lewis, ,james McCabe, james Laidlaw, ,Iohn Ladd, John Papp, David Bizot, Donald Dim- cheff, Richard Wakulat, Leroy Hunninghake, Newell Augur, Roland Hiss, Charles Gehrke, Charles Watts, john Lutz, H. Bramwell Cook, john Penner, William Church, Condon VanderArk, Donald Kuiper, Richard Rynes,'Iohn Rush. X t 9 . if AL' VI -Lvufilx X I 'q,, r X I .pix 'gi f . V P siii Q I 'L id v .A- if i f John Lossing t L cs Arthur Manoli if f f ames McDowell Mark McGuire as -Q The difference in atmosphere in the pediatric rotation is perceptible. There is as much work to be done but students feel they are being taught to be physicians while on pediatrics, not lab techs or secretaries. The pressure is not as intense, and more impor- tantly, faculty members seem to make a conscious effort to teach, even outside of formally scheduled hours. Ward services on pediatrics are much like any other, but for most the fact that the patients are children gives the wards a dif- ferent feeling. Both staff and attendings exhibit a more considerate attitude towards their patients than on non-pediatric wards. This may be because the patients are children-but that really is no excuse for its lack elsewhere. Pediatrics is also given a different dimen- sion by the one month outpatient experi- ence. Here, not every patient that comes in has something awry, and many are ,,,ky, at T ir- T john McQuitty Richard Merriman ,aw gf ri 1 Q.. 'Q' in iii . X . ,,,,, ,M 1-ww, , 'fmt-w -:ft 1, . -2 .1 + fx-L-aff .- N, 1 e , W ,A V V 1 t ,,,,1 ,,, if ls ' a l 5 1 WW " , ll' A I f le ,i v .51 We V vw-M its 4 l ' if is 9 fj ,, Q i R 1' Neurology FIRST ROW-Hideo Itabashi, Martha Westerberg, Russell Dejong, CChairmanJ, Kenneth Magee, john Simpsong SECOND ROWfjoel Rosenthal, Lorcan O'Tuoma,john Curran, Gerard Gerling, Anthony Gigliotti, Kent Bealmearg THIRD ROW-Adelaido Tanhueco, Luis Salguero, Bruce Kole, .john Byer, Frederic Simowitz. previously undiagnosed. Further, students have the undivided individual attention of a staff member twice daily, albeit briefly, an opportunity afforded nowhere else in the junior year. And lastly, hours while in outpatient are more what they should be for students, who are not being paid to do a job-no 12 A.M. heparins, no 3 A.M. Foleys or I.V.'s to replace-none of which contribute to education any more than they would at 3 P.M. The time can instead be used for study, sleep, or whatever students usually do when not in school. Most students, even those who "can't stand kids," find this rotation to range from enjoyable to tolerableg and few find it oppressive or consider it as much time wasted. Fi' Courtney Neff William Mugg joel Morganroth Howard Miller Physical Medicine X H' Lawrence Richman ,x 4.3- 5-igkl 'EV . Richard Proctor 'D , ,Kg LJ . . . ' bg, Victoria Nicholas 'I Steven Newman Frank Opaskar A f fir -, 1' Qfiii 9 'S 'kh' 17- K ffiitza cr c 4 iiii L f R aca f ,gg ,v K H Z , A f - , ' - . FIRST ROW-Edwin Smith, George Koepke, james Rae, Qflhairmanb, Leonard Bender, Barry Millerg SECOND ROW-Malcolm McPhee, Elizabeth Edmond, Robert Kjoynt, Laszlo Kiraly, Shang-Youl Rhee, Keiro Murakamig ABSENT-Claudette Konzen. l an :il i rwmrm V lfi x gum X f -'lm Ni g 4 C 1 hy x 1 .5- ' 1 Murray Robertson Ann Rogers William Rosewater is .'o Sflcrlwl L W d- Y M dlftgungll . -1 A D :--A ,AX u 2: C C I i x" a ag, oooo a rffig A. A., 9 ' L2 its ,Q 'Y uv. ,--rg 9' '. R C19-A ,wt Q " ' M 'A f F, 1 - xxx' Z ff ,vf ,S tag K D ' to 7, - :I ill C f "" ffrr f.s f K --Q ' gf f Sr ' f A ve.-feegllR2ia::aa:zaaa.a''awk'-f- 4 -, A ' , ft: -----....Jll.l.g fm 1 ffl - xv , F - .. E-,,,,,,,,,, A .lisa-1:1-uw ! I Q gym? , 1 fn . ., .'T"" m ,, nm' .fx , ,1.,,E A if T. 1 W, .1twmxxxxxwmnxixxxxxxxxxxm xNmWmXQQ4,.f' , ' r il, X. .sf rf ' 'R 4 s "" W W - ' ' 1 ' x H fwwh 'SPF Q H, ' - Q ' Qrtho edic Sur er Q - Cf P g V R ' .IL funn ei X X34 5 1 i I L X 1 FIRST ROW-Roben Bailey, William Smith, CSection Headj, Herbert Kaufer, Gerhard Bauerg SECOND ROW-Maurice Renaud, Robert Hensinger, William Donahue, Charles Schock, Terence McDonnell, Stephen Davis, David Lincoln, Roy Buckg THIRD ROW-Louis Meeks, Dean Louis, Lyall Stilp, Larry Matthews, Charles Canty, David Heaps, Steve Curtis, Donald Didelius. N , 1, , ' 'Q' 1' .J i' 'Q il . QA tp 2, 4 Z if . , . 1 una. W ini Urology Michael Roth Steven Schane vw 7 ...- X . Bruce Schuurmann X .f, . 1 , if V5.4 X ' K ,.,, . , lx! ,, ,, N 2 , Ef, 3 'i t x qv' 5 A s FIRST ROW-Tom Southwell, joseph Cerny, jack Lapides fSection Headj, David Skeel, john Konrakg SECOND ROW-Rifaat Dagher, Sahir Cittan, john Hall, Guerrero Barranda. K., Thomas Segal 9 .1 1 'L ,4 in tr 1 a. J.,-ms:' ,yv::, ,- - at I' William Self lrffgfak v--4 1 fi FF ,nu , . gs.. Surgery is reputed to be "the rough rota- tion", and for most it is. The secret to suc- cess in surgery is knowing your "ins and outs", daily fluid Coral or IVD and urinary and other output of all your patients, plus the hematocrit. CWhat did surgeons do be- fore the microhematocrit ?j Surgery has the most "business-like" atmosphere of any rotation. The surgical procedure is the focus of nearly every admis- sion and the student's life is centered around it. Morning rounds are finished by 8 A.M., lasting only an hour. Then the bewitching hours commence, the ritual of changing clothing for white garments, shoe covers, hat, and mask followed by the washing and scrubbing of hands . . . and into the world of antisepsis, where the ritual of putting on sterile gowns and gloves is followed by being placed, near the patient, but far from the action. The hours slip by, holding retract- ors and trying to see through the i . Howard Shapiro Paul Sheng interns and residents who assist in the oper- ation. Here again, only a medical student would wish to endure the silent, immobile hours, day after day, in most cases with precious few bits of information being gained. It may be experience-but efficient education? And following the operation, there are the myriad details of post-op carevfluids, intake and output, fever chart, wound care, hematocrit, stitch removal . . . Scarcely a junior rotates thru surgery without encountering the attitude that a 'Lreal" surgeon puts in more hours in the hospital than anyone else, whether he needs as A I . ' t -it Q, Q 'tgp ,Q ga, F ,,,, . 3 s i s--eu --- - .. 1. . l , V f, I t V FIRST ROW-Jeremiah Turtrotte, William Regan, S. Martin Lindenauer, William Coon, Darrell Camp bell, Charles Child, 3rd., CChairmanj, William Fry, Norman Thompson, Charles Frey, William Olsen, Ron' ald Snyder, Calvin Ernst, Thomas Herrmann, William Foley, SECOND ROW-Richard Haines, Henry Cevallos, Bruce Brink, David Stephens, Michael Trollope, William Brown, III, Irving Fellerkjames Winkler, William Mattson, Alr., Thomas Dent, James Riceiardi, .lames Woodburne, Richard Conn, Duane Freier, ames Curl, Carl VanAppledorn, James Phillips, III, Byron Smith, THIRD ROW-Warren Harding, III, Thomas Keating, john Costenbader. .john Neiderhuber. Douglas Ousterhout. Nicholas Feduska, Christopher Zarins, Robert Schneider, Richard Krugel, Constantine Michas, Alan Hunter, William Moores, Arthur Kobrine, Herbert Berkoffhlames Lavanway, Thomas West, Andrew Weiland, V. William Wallin,jr., Robert Bach. Cary Hoffman. General Surgery gg at 1 I 3 ' N C Carol Spooner Stuart Starkweather Mark Stawiski ' .ji Donald Smith 1 1. ... ,, V anew ,yi ,, ... it , ' W it ar g Earl Showerman , ' I .,....,,..,,.W---- .,-me f .. , . , f ,,,,,,,b,W I 5425 Ig L Leo Stephens Ll 4' , . ,.. y , -8 Eg 'D William Taylor 3 Dennis Taisch G i lt 4 George Sugiyama D- ,vos in Y! ,tx 5 "CZ:- if ' as William Trowbridge David Tartof to be there or not. Even if there are no oper- ations until ll, rounds are at 6:30. After rounds, why, everyone can sit around the cafeteria and shoot the breeze for an hour or two. Pity the student who questions this or any other traditional way of doing things. He will not get an explanation, but rather an invitation to become a psychiatrist. In surgery, you conform or you get out. Like the army, it's follow orders, and no ques- tions asked. Of course, there are exceptions to the above generalities. There are staff men and house officers who are open-minded, flexi- ble, and who treat students as younger col- leagues rather than subordinates. While greatly appreciated and admired by stu- dents, these men are the minority. Over-all the tone of any surgery rotation is busy, busy, busy. Sometimes students are busy learning, often not, but always they are busy. Emerging from these three months, many feel they have emerged from a wrin- ger. 137 V Quai." 'J 'HTNVUF The Ushortsi' rotation, due to be abol- ished, will die a little lamented death. The major advantage of this collection of 10 or more classes is that most of them could, mercifully, be cut, and learned perfectly well through the Phi Chi notes. Non-compul- sives could catch up on all the sleep lost during other rotations. This is not to say that the shorts classes were not worthwhile. On the contrary, as teaching exercises, they are about average, and there certainly was something to be learned in each. But after two years of sit- ting through nearly forty classroom hours per week, three months more of the same stimulate little enthusiasm. Further, many of the courses taught deferred their clinical experience until an entire year later, at which time much material would need repe- tition. The most famous aspect of the shorts rotation is the final exam week. What is needed for it is not so much knowledge as endurance-and somehow everyone endures. In sum, thejunior year is a long and hard one. For this year'sjuniors, it has been a bit longer and harder since they are the last class to endure the system before its refor- mation. But another year in the process of becoming a physician has been completedg this basic purpose of the year has been in one way or another achieved. Few juniors would care to repeat the process, Hnew sys- tem" or not, for ahead is the anticipation of but one year remaining until graduation. 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Q Q 'QQ FQ' if - .. ' 1- 2 -f' f w " K . , - ' " 1 .Xi m . . "'7 L- ' D 1. ' . ' .X " A 171 .J ,,,., .Q Q Q ,-4 ,Q L - Q 4'331'f5r,4 5Q. QQ,k Q Q Q55 ' ' 'fiff Q -' Q .. , ,QQ .: ' 4 ' ' f,c5g. ., 'f' '-if-" ,yi ' .w W. -Q Q Q ft. '. ., 1: .-,,',,,Q ' 'X .. 1 ..,Q1.'fQ Q- .Q ffm 3:23 A QQ i' ,QQ Q ,,40QQQQ .. . Qwfi 1 QQ QQ4 Q QQQA .. ,QsQ. - i A QQ , ,J-32. 4. Q Q Q IQ tak n w , ' . Q -QQ Q .5 firfg- .Q r .i r QQ Jnkwim A-vi, T if Q Q JIQ Qian V. may-ww .-,qv mn-nw Seated left to right-R. Bultman, W. Wright CChairmanj, C. Coleman, S. Chase. Standing-D. Snook, A. Huellmantel, R. Smith,xI. Pascoe. 142 The 1967-1968 Honor Council, led by President Moritz Ziegler and Vice-President William Wright, wrote a new honor code. It has since undergone some revision and is now completed. The revised code must be approved by various medical school commit- tees and finally by the Board of Regents. Some ofthe major points of the new honor code are: ill Signing of an honor code upon acceptance to medical schoolg C25 Abandonment of signing honor pledges at exam timeg C35 Medical students should attempt to conduct themselves as physicians upon entering medical school, for they are part of the medical professiong C45 Students should be encouraged to approach faculty and staff if the latter have not lived up to the concepts and ideals of the honor code. The honor council feels these and other ideas are necessary for an effective and meaningful honor code. Sheldon Chase C705 The Student Council envisions itself as having three main purposes. First, the Student Council functions as a forum where any matter pertinent to this institution can be discussed, and, if necessary, acted upon. Second, the Student Council functions as the official representative of the student body and their opinions to the faculty and adminis- tration. Third, and equally important, the Student Council considers itself a service organization which attempts to solve problems and institute programs which are not immediately related to the educational process. During this year the Student Council has concentrated its efforts in attempting to find a remedy for the inadequate medical care available to medical students and their fami- lies. The effective operation of the Student Council would be seriously jeopardized were it not for the sound advice and candid but gentle criticism of its moderator, Dr. john Gosling. Norm Berlinger C70D ..Tfl..,""" Seated left to right-G. Artinian, R. Goodell, C, Simons, M. Kabalin,,I. Pagano, N. Bcrlinger. Standing-T, Kaiser, C. Anderson, M. Lee, K. Parsons, P. Shirley, D. Davidsonhl. Luciano. Standing left to right-S. Rollcfsen, W. Wesenick, E. Himerman, E. Perketl, Hxloos, H. Roppolo, C. Clayton, R. Goodell, D. Broome, C. D'Amato. Seated left lo right-J. Nelson, l. Cuniss, K. Mn-lntosh, A. Linnebur, C. Campbell, M. Kabalin, N. Krein, ZZWC J .,-v"' get .!,, The purpose of the AEI Medical Sorority is to help female medical students get established in the medical community. Comfortable room and board are made available, as well as the chance to share new experiences with others who are traveling the same road. Freshmen are offered membership early in the year. In recognition ofthe many demands on a medical student's time and energy, activities are kept low-pressure and largely on a voluntary basis: Meet- ings are once a month, dues minimal, and rituals non-existant. Several sorority functions are intended to bolster the oftimes-neglected social aspect of medical school life. Monthly faculty dinners, each sponsered by a particular class and open to all the girls of that class, usually prove that some outstanding instructor is really a rather interesting person, too. Little mention need to be made of the Christmas breakfast and Spring cocktail party, whose liquid refreshments have already achieved considerable noteriety. Karen M. Mclntosh, President AEI C695 Carol Campbell, Co-Vice President C695 Carolyn Linnebur, Co-Vice President C695 Ingrid Curtiss, Secretary C705 Maria Kabalin, Treasurer C705 Mary Charlton, Historian C705 v, J 7465 f 4, 7? gnu' U V PHI ALPHA KAPPA 'mv 1?imiLe, 1, 1 I , ,. QA1 I x I 1,5-sw!! I " lifA .4291 Q . o 'gk if I I ' I 1 sk ,gs ff ft ' -..Ji ww mf .Y XJ: . W4 at 'Y Our fortieth year is a hallmark in the illustrious his- tory of our graduate social fraternity. Phi Alpha Kappa boasts a membership of men in over a dozen fields of study. The largest active chapter in our history, over 80 men, represents schools including medicine, law, dentist- ry, nursing, engineering, social work, Rackham school. This diversity of interests and ideas within a framework of common goals and objectives provides a unique and stimulating environment in which men can promote their academic, cultural, social and religious interests. 'SF 1 0 YV FX I . 1 gg, ff' . 'K f ' A tsi Eijiff ,, A iit A e 1' t if V SQL'-:,'Q,I,5 . ci.,-4 ,h , f- . I st ,E :C 2 . -. x' Q la X 'qifx t 1 - v ' W,- ts- zgnvva - attvlu' vw ,iw ' ff 1" ii f' Although education is the primary goal of the men at Phi Alpha Kappa, the men have ample opportun- ity to demonstrate their various talents at our numer- ous parties and social affairs, during intramural sports competition, and in maintaining the fraternity house of which we are all extremely proud. To supplement its already fine accommodations and stimulating environment, PAK just completed a major interior remodeling project which added a number of line conveniences to our fraternity house. lt is our hope that as a fraternity we have made the educational experience more enriching and enjoyable for the men of Phi Alpha Kappa. Richardj. Bultman C693 nl' 4 i It 7' 7 "' W' FIRST ROW-S. Benz, K. Little, KI. Miller, B. Hultgren, I. Carson, K. O,Reilly, R. Siglerg M. McQuire, E. Dunn,j. Freier, SECOND ROW-C. Greenway, H. Mayer, R. Wainger, A. Rahbar,lI. McCauley, D. Newman, W. Taylor, KI. Montie, KI. Freitas, 'lf Krausen,j. McCabeg THIRD ROW-tl. Frye, C. Heffron R. Clark, R. Zvirbulis, W. Chandler, D. Palmer, S. Hershey, R. Shepard, W. Litzenberg, J. Lootens, Tomory, R. Gaston, C. Krick, L. Twiggs, George,j. Pietschg FOURTH ROW-R. llvonen, P. Dekker KI. Wicks,j. Breckenfeld, C. Higgleuj. Zwart, P. Swanson,j. Harness, A. Monoli, M. Dawson, D. Nauts, A. Huellmantel, K. Bolstad,.I. O'Hara. a i Aged window panes shudder in their resistance to the wind and floor boards creak in lament to another year's fierce partying. The Nu Sigma Nu house is alive and kicking, though its inevitable demise draws nigh. Still, it remains home and haven for eighty brothers who look forward eagerly, but with nostal- gia, to the coming of spring and the start of construc- tion of a new house. The last days hold much to be remembered. Who can forget a Persian's histrionics about his conquests or the all-night poker games at which prominent residents and interns fell to Nu Sig card sharks. The dissident notes of an ill-tuned voice accompanying the strains of a well-tuned guitar float over the sec- ond floor while a certain balding brother slumbers upstairs, oblivious to the world at large. The Phid parties, those inimitable gatherings of lively young undergraduate things, come and go, but the memory of them lingers on as a fresh batch of butt burns in the carpet. Unforgettable too, is the coed maxim, "You really haven't made it till you've made it at Nu Sigf' The penetrating photographed stares of johnson, Navy, Kahn, and Haight still fall upon those gathered in the living room. As one looks about the frozen tundra, there beyond the far-flung chips, cokebottles, and cold cuts, one yet appreciates the tradition that is Nu Sigma Nu. This certainly will remain even as the ancient palatial estate faces its final hours. Tony Krausen C691 'W 4, 2 Ie Fil I 1 M41 'F' --4 ,XX ff' 333 ihaw Since its inception at the University of Michigan in 1897, Phi Rho Sigma has been providing the type of atmosphere conducive to the development of well rounded physicians. While academic achievement cannot be disregarded, and indeed it is encouraged, Phi Rho gives each member the opportunity to comple- ment his schlastic achievements both socially and athletically. Extra- curricular activities are very much a part of life at Phi Rho. Frequent i i TG's, and a full agenda of parties give members an often welcome break from the classroom and scut-work grind. Fellows have opportun- ' ity to test their athletic prowess as the Purple Tide takes the field and once again reigns supreme! Wine dinners, winter and spring formals, the Roy Canfield Lectureship, and several other activities round out the year. A balance of academic stimulation and social vagaries gives every member the opportunity to broaden his interests and make medical school life more fulfilling. QSO.. Pete Fujiwara C7OQ - - L - 4 Front Row-L. Stephens, F. Sawaya, D. Wrung,lI. Bannow, Drnl. McLean, M. Bodley, M. Chobanian, P. Fujiwara, AI. Katz. Second Row-D. LeGolvan, M. Garcia, L. Argenta, N. Keats, T. File, B. Harper, L. Haller, Bullen, K. Kraemer, R. Webb, M. Williams, F.. Maleski, W. Davolt, C. Stone, D. Repola, G. Sternbach, T. Dansby. Third Row-T. Rubbo, P, DeRidder, H. Sachse, D. Thompson, M. Giacalone, D. 149 Tencza, D. Bradley, R. Aronsohn,'I. Williams, I.. Richman, M. Bacchus, D. Lyman, D. Miller, R. Lamkin, 1. Berthiaume, R. Gettel, E. Gutscher, G. Henry. 'ZZ ' "" ' First Row-xl. Fountain, D. Stuhlberg, H. Miller, Lacey, Meewsen. Second Row-M. Stanton, D Betts, D. llarrington, R. Rasor, RI. Hall, P. Wattcrsnnhl. Collins,j. DeI.oge, H. Amoe, T. Evans, S. Rodis 'lf Cashero, C. Engel. Third Row4R. Smith, D. Baileyml. Harger, D. Lewis, D. lVIcDonnell,xI. Curran, S Wallace, A. jones, H. Spiel, S. Ciannotta, B. Vandenbelt, R. Foster, B. Self, L. Krueger. Fourth Row4j Wright, C. Henry, A. Culiek, S. Eisinger, E. Peterson, C. Purchase, B. Doebler, B. Perry, D. Britton, K Pregitzer, Zeldenrust, R. Kelty, L. Nelson, B. Hudson,lI. Crick,-I. Leonard, G. Whittaker, C. Kitchen, N Osborn, 'lf Chappell. Fifth Row--A. Hilgenberg, C. U'Dell, D, Davidson, A. Dopp, E. Erlandson, B. Pier- son, L. Weisenthal, W. Trinlclein, E. Baumgartel, A. Krudy, B. Cracehl. Paseoeul. Jarvis, D. Assenmaeher B. Phillipsuj. Collins, M. McAlvey, l. Salyer, D. Doezemahl. Rybock. .-. kr, I' If 5 1 "gl R H K. W I , t t Phi Chi provides for its members the means to make their medical school experience more reward- ing and more enjoyable. The need for comfortable living and study space is fulfilled by the separation of the uhousef' into three buildings: two for living quarters plus the Playhouse-scene of all social and recreational activities. The social calendar is full and includes one major affair each semester plus several less elaborate Satur- day night parties and a number of TCS. The academic program provides a forum for infor- mal faculty-student contact, and the enthusiasm with which the Wednesday evening speaker series has been received this year attests to the value of this undertaking. The fraternity participates in the pro- fessional fraternities athletic league, and the recently completed all purpose court is in use throughout the year. But the most important aspect of Phi Chi is its membership. This is a diversified group of men having in common a deep interest in their profession and loyalty to Phi Chi. Friendships are formed here which will endure well beyond the years at medical schoolg in this lies the greatest benefit of the Frater- nity. 151 Phi Delta Epsilon was founded in 1904 at Cornell University College of Medicine. Our Omega chapter received its charter from the national organization in 1922. The primary purpose of medical fraternities in our estimation, is the maintenance of high academic and ethical standards in an atmosphere of comradeship with colleagues. Special activities include: the Phi Delta Epsilon Lectureship, in which a prominent medical personality speaks to the Ann Arbor medical communityg practical examinations, which are administered to freshman members with special effort made to support academic achievementg and social activities which include the formal dance with the alumni chapter each spring. Plans are now underway to rent or purchase a meeting place for the fraternity, and such facilities should be available in the near future. These plans include scholastic, recreational, and social facilities available to all members, Rick Swartz C705 ai MVN 1-A ,. ,V .11 Q , - 7' .U ,, M. , , ., , ? ,. - gfifi, 'fi , W , 1 g 4 f bv. Vx ov ,Q 0, Q wr Q2 Y H21 il 'Y gk 1 1 X 'Q '313,1"i:1f '5' r ', ia Y X? 4 5 1 KK' f :Ji digs: 9' f W ,-X1,Qf,w1- A .ak Q-W . . 1 3 ,Wy X .f F' r gg. -tm 4 ' , ,x,, ,.4 .-1,, , Q , ' , A K. A BTL., w5gnW"""'4 ' v I hl3'. Q 34 ? v 'F Q' v ' A M 1 g - i . ' 8 J' Q Q Qliw-ew "WY W' 'ff .wir-gmgzfsga. Alpha Omega Alpha is a national medical scholastic honorary society. Since its inception at the University of Illinois in 1902 the society has grown to include chapters at virtually every accredited medical school in the United States and Canada. Membership at the University of Michigan consists of twenty seniors and fivejuniors. An annual banquet is held each year in honor of the new initiates. This year we were privileged to have Dr. james Shaw, Assistant Dean of the College of Literature and the Arts, as our guest speaker. The purpose of the society is to promote scholarship and research in the medical school. Toward this purpose a major activity has been the sponsorship and administration of the Student Research Forum. This event, held annually each spring affords an opportunity for students from all classes of the medical school to present results of their investigative efforts. This year we are again having monthly informal discussions at faculty members, homes with guest faculty from outside the medical school who discuss concepts outside the usual medical school realm with AOA's and a few invited medical faculty and house staff. W. Lloyd Redlin F695 FIRST ROW joel Sugar Larry Marshall jon Ryan, Lloyd Redlin QPresiden0, Dr. Robert Jaffe fAd- visorj Frank Jones Carol Kauffman Tom Rowlandg SECOND ROW-Chuck Snyder, joel Morganroth, Robert Aptekar Peter Dleleman im Koopman Alan Sugar, Al McKenzie, Art Warshawsky. , if Front Row left to right P Amene, Wright, C. Kauffman, D. Stolberg, R. Lewis, KI. Ryan. Second Row T Woodworth P Gikas M.D., M. Stolberg, G. Gill, M. Schermer, G. Friedlander, D. Frost, B. Victor Vaughan Society was ofhcially established in 1930. The Society sought to pay tribute to the Dean who had presided over the University of Michigan Medical School during its most significant period of growth. Dr. Vaughan was recognized both within and outside of the Ann Arbor medical community as an individual who was particularly interested in the historical, social, ethical and aesthetic aspects of medicine. It was the purpose of the Society ffto inculcate in the medical undergraduate student an interest in the history and philosophy of science and medicine, to uncover, encourage and cultivate literary abilityg to provide opportunity for the mutual association of men of similar apti- tudes and tastesg and to establish a tradition in tribute to the memory of him whose name it bearsf' The members of the Society are Senior students of the Medical School who have demonstrated a general interest in the history and philosophy of medicine and who have indicated a desire to participate in the types of activities sponsored by the society, The group meets at scheduled intervals in the homes of members of the medical faculty. Papers are presented by the students and are discussed, first by a faculty member who, because of his interest in the topic, has acted as an advisor to the presenting student, and then, by the entire group. Following the discussion, refreshments are served and an opportunity is afforded for considerable informal discussion and conversation among faculty members and students. It is the intention of the Victor Vaughan Society to encourage its members to explore the historical, philosophic and aesthetic aspects of medicine. The Society hopes that, through its efforts, the Ann Arbor medical community might also better understand, appreciate and enjoy its tradition. S. David Stulberg C695 GALEN , HO CR RY Q., fifvi'-P. EDICAL X. ,, +a,'Q.,w. .4 ig ik fl, 4 SOCIETY p X113 xzaisl ' Front Row left to rightYB. Masselink, L. Argenta, Rybock, KI. Harness, A. Hilgenberg, M. Cheever, W. Litzenberg, KI. Gosman, T. Segall. Second Row4R. Swartz, R. Brink, G. Layne, W. Willett, R. Bultman, T. Cooper, F. jelovsek, S. Dudek, S. Stulberg, J. Curran, S. Cook. Third Row-R. Woltersom,j. Luciano, J. Henke, B. Schuurmann, W. Taylor, A. Kraussenul. Ryan,j. Harger, Mxlohns, W. Self. Not Pictured-G. Friedlander,4I. Butterick, R. Rapport, M. Stulberg. if W s L l Calens began in 7974 when the Michigan Medical students needed a method of expressing student opinion to the administration. Since that time the Societyi' purpose has broadened to that ofa .service organization to the local medical community, and its size has increased to the present thirty-fiur junior and senior men and several faculty advisors. However, it does remain a unique and local organization. This year the members of the Society have again worked diligently to perpetuate the rich traditions of Galens. The demands in time and effort were not slight, but the rewards made these worthwhile. To have seen a glimmer of happiness in the usually sad eyes ofa child hopital- ized at Christmas when he received gifs and a personal greetingfrom Santa, to have suffered ice cold ears and toes for two continuous days during the Tag Day Drive in order to break all previous records and collect over X20,000,' to have solicited money so vigorously that one Ann Arbor citizen was offended and complained to the City Council, to have pledged to completely equip the intensive care unitfor children in the new .Wott Hospital, to have known that a freshman student was helped a bit to adjust to medical school life because ofthe Galens coun- selling program, to have hosted Dr. Christian Barnard as the Galens Lecturer, to have lived with the Smoker scriptfor six months out ofthe year, from its inception until its presentation, in order to make most of the audience laugh with approval and afew to leave in disgust-these are a few of the many unforgettable rewards which every member of Galens is so proud to experience. A. Hilgenberg f'69j 157 !---- O ,, 1 w ,,, EW ' I TH E PAE I THE UNIVERSITY OF MICHIGAN Z i of Q Q ,f70i1L' I MEDICAL SCHOOL I , .....u SANC FIRST ROW-janet Wright QTechnical Advisory, john Bertoni, Tim Bunon, jonathan Wright Cliditorj, A I N I Erv Wheelerg SECOND ROW-Joe Luci ,Olaf Liebergujack Armstrong, Bob Williams, Aljones, Brian Wake, Stevejohnsong ABSENT4Paul Bu in Norm Berlinger, Benn' Gilmore, Mike johns, sv SOPHOMORE ASSEMBLY PROTESTS POOR TEACHING gov PRE J' , 'Q MED ,Sf Q: 'CAL O IN VWO Qgifff ffoffff, EDUC ' 'Z' OSS 5011 An' 138' beg,-in f Qs j f N X D mms I 653' ,QUN PASS-FAIL: A Discuss: in o.1'Z,,f:"1fo.-,,, O U15 K y 1l.seb:Z,bZ,:,s. me 50, To f 0 C 0,9 :1?,,:3'1Z Z5,g3'Zn in ZZ, asksd 19 Use r Fl W st-I tuqj. schlhs :"'Cia' 'bout epgf. K 'QQ' tio boo 05,2 513, og, f 'xx 17 gl, .1 is iabjllorfbz-,ly 'Q j d""4""fZ'fd'd tT'g?T3",g'?Z21- I gow MS 158 9 '11 eZZ92' 46,0 N Sf M 2 How TO QWWN '7 ag EAQZ A 1 M A Off'?z'S?f2e S QR Y Q 0051200 S01 5? 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CONTRIBUTING AUTHORS: jack Armstrong john Bertoni Fred Bloom Tim Burton Larry Graber jay Harness Mikellohns Tony Krauscn Olaf Lieberg john Perri Dave Snook Brian Wake joan Wake Jonathan Wright PHOTOGRAPHY: BOB WILLIAMS Vince LaPortc Jonathan Wright SPECIAL PHOTOGRAPHIC AID: joel Shilling, M.D, ART WORK AND HELP: Assoc. Prof. Gerald Hodges janet Wright COPY PREPARATION AN D OTHER CHORES Cathy Barto Judy Snook Carole Nltllonnell PAGE DESIGN: .Ionzithan W'right Dave Snook ff- """"'QUv "55"w, '45 f-Q L a . 1.39 at -43, ' I 'Y agi -4 - 94 it ' I wi V I, The Christian Medical Society is a non-denomi- national, international organization of physicians, dentists, nurses, medical and dental students who share the recognition of the need to satisfy man's spiritual as well as physical needs. In a CMS Journal article dealing with transplantation issues and ethics, Carlyle L. Saylor spoke of progress through a uniquely Christian perspective. "One who has found a relationship with Christ to be essential to his life has broadened his possibilities and his obligations. To be a part of the discovery and application of pro- cesses that offer longer, more pain-free life to others is a privilege. To be an expression of divine compas- sion is an obligation. To utilize the processes of sci- ence and of human relationships to further the pur- poses of God in the world-that is progress." To the end that this sort of progress is made and that the reality of the faith may be experienced by many, the Christian Medical Society exists. The student chapter at the University of Michigan meets monthly and at shorter inter vals on a smaller group basis. Often physicians from the mission field or from private practice have visited the group, sharing their own personal experiences and thoughts A number of the group have spent a part of their selective periods at foreign missions Let it not be forgotten that the wives constitute a strong part of CMS activities Front Row left to right-S. Homer, D. Nlurphy I Henke D Smith Niezoff I Harkema Second Row-S. Lachniet, K. DeKorne, R. Smith,I Nelson VI Harkema M Roederna Mrs D Snyder D Lach niet, S. Kieft, L. Kieft. Third Row--R. Ray G Ray B Clements R Miyamoto C Miyamoto D Henkc Dr. IJ. Snyder, D. Kreuzer, Dr. D. Kreuzer B Roederna Fourth Row I Kloota 'vi 'VlcAlvey B C lem ents, B. Darpeter, Dr. W. Teed, Mrs. W. Teed C Delonge TUDE T HE LTH ORGANIZATIO Front Row left to right-B. Gilmore, R. Krouskop, W. Willett, W. Cartwright, B. Chappell, T. Chappell. Second Row-G. Gill, D. Davidson, Love-Bennewitz, B. Salinger, D. Schneider, T. Boufforduj. Marcus, G. Pettiford,j. Schrager. Third Row-B. Wright, D. Harold, D, Tartoff, A. Lichter, Rev. Donald Allen,j. Luciano, B. McClellum,,l. Sapalahltl. Rhode, D. Snook. In our medical schools today, there is no opportunity to study the problems of the medically underprivileged. Community in- volvement and community medical training are largely ignored. There is little opportunity for students to develop the initiative of leadership needed to fulfill a comprehensive role as a health scien- tist in society. As a result of this lack of exposure, concern for the human being withers in a severely limiting academic environment. Few students are personally aware of the effects of poverty on health, and most have only a slight impression of the disparity between the quality of medical care provided by our teaching hos- pitals and the care provided to the poor in the community. SHO attempts to provide these opportunities for the student members of the health professions. There has been among the health professions, no one actively speaking with the people. The prejudices deeply ingrained in our society have resulted in a degrading system of welfare medicine. This has led to a kind of racism where the affluent decide itis their duty to "take care of" the poor. Even SHO's basic tenet: Health care is a right, not a privilege, becomes under the present system, the acceptance of charity medicine by the poor. The insensitivities and indignities of welfare medicine compound the normal anxiety of poor patients concerning their illness. The task of building a socially compassionate, while technically excellent health profes- sion community allied with all the people is paramount. This is the task that the Student Health Organization, along with the Medical Committee for Human Rights has taken on. Health Sci- ence students in S.H.O. are dedicated to the total well-being ofthe individual in the community, as well as the prevention of disease. We are engaged in active community service in order to improve health conditions, recognizing that problems of health cannot be solved without consideration of the political, social, and economic factors. E ta 5? Participants in our projects gain experiences which increase their sense of community participation, and their professional perspective. Most importantly, they announce the presence of the student as a source of responsive assistance to the community. S.H.O.'s record? We havebset up clinics, placed students on committees, opposed the A.M.A., worked with militants and SDS, and directed our own projects. But these accomplishments have provided symptomatic rather than significant curative relief. This is very similar to the welfare worker, sensitive and sympathetic, working in a morally degrading welfare system-weive healed wounds without curing the basic pathology. S.H.O. of the future will not confine itself to first aid. Richard Krouskop C70j ....-':-:.- , x 2- MEN'S X 5 MEDICAL XY ' QF. 'X SCHOOL 2 Y GLEE I , CLUB J wi L WOMENS 32 it MEDICAL SCHOOL 9 GLE12 il ' 1 CLUB y ' .-H, V Q ', -, V , ilk G,L 'L j The Student American Medical Association was founded in 1950 by a group of medical students with Warren R. Mullen, U-M ,52, as its first national president. These students felt that there was a need for a national forum of discussion and opinion for medical students on topics which would affect them as future physicians. Equally important to them was their desire to have an organization in which medical students could gather and share ideas and experi- ences with students from medical schools across the country. Our goals have been and continue to be to "ad- vance the profession of medicine, to contribute to the welfare and education of medical students, and to familiarize our members to meet the social, moral and ethical obligations of the profession of medi- eine." Gu. - 'J O 2. .1 Front Row left to right-R. Proctor, D. Broomehj. Butterick, ll. Morganroth, L. Chambers, T. Stevenson. Second Row-K. llekot, E. Stubbs, B. Perkitt, P. Amene, D. McConnell, B. Stone, L. Tate, K. Knudson. Third Row-B. lloltgren, M. McAlvey, B. Wake, K. Pregitzer, O. Lieberg, M. Dawson. Ioel Morganroth, President C70J james Butterick, Vice-President C705 Diane Broome, Secretary C715 Laroyce Chambers, Treasurer C705 Sponsors: Richardtludge, MD William Oliver, MD Harvey Sparks, MD Henry Swain, MD This year SAMA has been a NEW SAMA-one dedicated to concern, commitment and action in the entire health sphere. There is a crisis in our society today, and SAMA has devoted its interest and ener- gies in four areas to help meet the present problems. These areas are: Community Health, International Health, Medical Education, and Student Service. We have tried to accept the challenge existing today with positive and meaningful action and have pledged our efforts to create meaningful solutions. This year we have undertaken the following projects: Lectureship, Draft Forum, Laundry, Movies, Stu- dent Relations Committee, Bookstore, Tours, Year- book, Calendar Service, Student Directory, Precep- torship Program, Fall Casino Party, Information Request Service. We have also become aware of the Regional Medi- cal Programs and have put forth efforts to have stu- dents represented on the Regional Advisory Board. We have maintained and strengthened our Sex and Drug education programs as well as other active community health projects. 4 r 1 .V 'n,v,:.L f f 'M f " -fu Yr? Q 4, ' 1 Ds Q Our interest has also extended to the field of Inter- national Health and exchange with liaison to the International Federation of Medical Student Asso- ciations and a system to facilitate foreign exchanges. In the field of Medical Education, SAMA at Michigan has been active in exchange with other schools through participation in the National Stu- dent Conference on Medical Education and in the University of Western Ontario Conference on Medi- cal Education, in addition to helping review curricu- lum evaluation here at Michigan. Our service projects have been expanded to provide full service for all medical students. We have urged all organized groups and all medi- cal students to realize that it is time to meet the social, moral, and ethical obligations to which we have committed ourselves. SAMA has now moved away from the phenomenon of the medical student in the medical school and has moved to consider the problems of the entire health related community with dedication to concern commitment and action. WA-SAMA, the Women's Auxiliary to the Stu- dent American Medical Association, exists for two specific purposes. It acquaints the wives of medical students with the professional aims, purposes and ideals of medicine, and it also helps to acquaint new wives with each other and with the members of the local medical profession and their wives. WA-SAMA COUNCIL Front Row-S. Frens, Mrs. C. Crook, M. Frost, Mrs. R. Dejonghl. Smith, G. Harger. Second ROWAKI. Smith, A. Bostrom, KI. Sullivan, J. Rose, B. Keats, M. Kives,J. Kaiser, B. Sebright. Third Row-L. Ozanne,J. Lesser, I. Hammer, L. DeBoer, S. Bolich, G.jones, R. LaFerrier, SENIOR WIVES The highlights of this year were thejoint SAMA- WA-SAMA "Monte Carlo" party held in Septem- ber at Dean Hubbardis home, our annual Rummage Sale, the proceeds of which go toward service work, held in October, and our spring Fashion Show held in April. Our programs included such topics as anes- thesiology in childbirth, the physcian in Viet Nam, artificial insemination, and a discussion on how to defend the medical profession as a physicianis wife. We are again appreciative to Mrs. Clarence Crook and Mrs. Russell Dejong, our liaisons from the Washtenaw County Medical Auxiliary, and to all the doctors' wives who opened their homes to us this year. Diane Feldman Front Row-K. jonm, B. Chamberlain, M. Vander Velde, G. Watterson,J. Rose, C. Weiner, S. Schermer, C. Wheeler. Second Row-I. Williams, S. Harness, H. Burton, N. Schneider, A. Gill, G. Argenta, M. Frost, L. DeBoer, M. Riley. Third Row-H. Vandermeer, N. Hoffmann, Brandt, C. Masse- link, Mxlacoby, B. Foster, P. Schore, M. Betts, S. Caswell. UNIOR WIVES Front Row-A. Osborne, N. Wheeler, W. Woolsonkl. Hammer, Coop- er, Zadvinskis. Second Row-L. Zeldcnrust, P. Smith, C. Hoogerland, L. Beltz, R. Waitzman, Davis. Third Row-R. Kruegerul. Murphy, Frens,j. Hoeksemahl. Snook. SOPHOMORE WIVES Front Row-KI. Smith, K. joy, A. Morrison, B. Cohen, S. Moleski, H Martin. Second Row-J. Eshelman, B. Sebright, D. Taylor, A. Bostromnl Smith, M. Kives. Third Row-G. McKnight, B. Mahaffay, L. Ozanne, G jones, R. LaFerriere, S. Vader,J. Lesser,xI. Kaiser. FRESHMEN WIVES Left to right-S.tIacobs, L. Fabian, L. Weeks, S. Stauffer. l. 1 ,,.....,1M. Anda women who helda babe against her bosom said, Speak to us of Children. And he said: Your children are not your children. They are the sons and daughters ofLife,s longingfor itself They come through you but notfrom you, And though they are with you yet they belong not to you. You may give them your love but not your thoughts. For they have their own thoughts. You may house their bodies but not their souls For theirsouls dwell in the house of tomorrow, which you cannot visit, not even in your dreams You may .strive to be like them, but seek not to make them like you. For life goes not backward nor tarries with yesterday -Kahil Gibran Heather Elizabeth Soronen E IORS' CHILDRE -. X -'., llll Tw , 3 , bf Tift . 5 ' ' ff fl r KPL: 137 'K , t V2 - .f x Vglyy .. ...t , .Vg. 1 juliann Marie Reid Joanna Ruth Aptekar Kenneth E. 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' , i?, .,5v:5gn:3E3g-fyilj 2 ' f , ,- 1' A 1 f A M M fffi-.59 ""'i'?'1?' -- Q 9 Q- '1 . - V5 ' " ' A P ' ' ' W'??2v.-Q Q f Q ' 1 f 9' I gf. 1 W ' A ' , -ffl: F 6 Q ,i ,Z i E-' 4 ' gg -eaz ygtfgs ' ci. - W , A ' . , ' M . - k f ,, 1 , .4 . A , f' -fff cf 'Jil ,Q -5, r v A ,f 'I' .V,. H ' 5 ' 5 A 1 N . 'LW ,. , -ff? 'rp , I V .P ,Wu A as "' ff' if 1, k . s.., ff wr 1 ' 3' - A ' J 'v , 'X' Y ill ' In ' vi 1? 1 P5 j ' , H A 1 M , it , 1, lk l VN V , M Q. . 1- ' ' Nf 6 . 'f",gHf '3 fi f- "f- 1 R 1 ' A lA ' ' J' . r , I L7 AS , ' f f' 5 f . ' ' xx . . ' QI" ', + 27' A A ' ' m AS 'A o "L-I. . Ar f ' ' H' 1? l I I 1 3 K R s?-:IA .gr . TJ ,K hh " H -r VY, an K- Fl.: , 4 we 1 , ,gf , Ax .HJ 'H ' ,MT "4 5 LV' N V yy Y' 4 W ' I W", 1 fa I-if -Jgvgtg 'fb ' -5 ,' if, ja ' 'sglm w , - Q' Q -... ' 1 A 3 ,H , "" 1 . 5 ' . A -A " - 4 ' Q 4 ,'f6,':lILl4' I 'X' .,, A 5 i 1, M Nfu- sth .1 .Af A N J 1,1 'lr l mi ' 1 6 - .. . V Aff! I A y. 1 . ' g ' - " " ' A - , ' , ' - ' ...V ' f fig - 1 l 'f 'D ' -4 . , . A-lg - 1 Y- K. 'FL' - V if I f 4. , - , fi . - :sr ,ff,Q,.yMxz V, I A1 M Jsiktgx ' 'Fist ADMINISTRATION 'iv' in .LAL RHOIDA R. RUSSELL, AM., R.N. Dean School of Nursing Counselors 4 MIRIAM L. KELLER, M.S., R.N. A-ll Assistant Dean LOIS PETT, MA. Assistant to the Dean iw XS. HELEN W. BOWDITCH, M.Ed., B.S., R.N. VERNA D. BARTON, MA., R.N Assistant to the Dean Assistant tothe Dean Slightl s f Y I Being a nursing student at University of Michigan School of Nursing is truly a unique experience for each of its stu- dents. Secluded in a corner of the vast medical complex, it is often overlooked by many bypassets in lieu of the larger and more striking appearance of University Hospital and the Medical Science Building. To each of its students it is well known, however. We have classes within the building as sophomores and continue to have classes and meetings there as we continue through our rotations. Each person who has contact with the school views it from their own perspective and remembers it in a manner reflecting their experience with it. just as each students, view of the school differs, so their entire nursing experience while a student varies greatly around a general store of knowledge. Though each student completes fundamentals within their sophomore year, their knowledge and experience with patients varies as much as the clinical situations in which they were placed. For some students there is a semester at Ann Arbor Veterans Hospitalg others will never have this experi- ence. Each girl grows in skill and experience under the guid- ance of instructors, whose views of nursing practice often dif- fer slightly in various situations. 178 iffering e X 'M 3-iv C r i e n c S As we enter our rotations a variety of different experiences await us. Though in nursing the type of patient is sometimes different, the care practiced and experience with organization is essentially the same. Because we are taught individualized nursing care, it is obvious why no two individuals get the same experiences throughout their training. Each patient and student has a different personality, Though we begin with essentially the same store of knowl- edge, our methods and ability to apply it varies from indi- vidual to individual and situation to situation. From our experiences here we learn to adapt to a variety of situations, utilize our knowledge and past experience with patients, and formulate a plan of care in light of the situation that presents itself. Each of us has grown along a slightly different path as we completed our training, Some rotations and instructors influ- enced us more than others. As we prepare to leave the school and strike our individual pathways to successful nursing, we carry with us knowledge of a variety of nursing activities, and impressions welve drawn from situations encountered here. As each of you embarks on her new career may it be one filled with successful and skillful nursing. Dedicated to the Class of 1969 THE DILEMMA To help you live for one more minute In pain, in coma, in mental strife, To preserve life, no matter how With tubes, with needles, with bottles dripping, And yet- To watch you slipping cell by cell toward death. To help you die, to end lifeis meaning In peace, in rest, in mental health, To let death come, no matter when, With hope, with trust, with faith returning, And yet- To watch you yearning day by day for life. To help you live, to help you die. Here am I. How Can I say that there is no more hope for life? Why Should I cause you pain and so much strife? Why Should I fight till dignity passes you by? How Can I say that now I will let you die? So I will live in the coming days In pain, in hurt, in mental strife, And I will wonder many times With tears, with doubt, with thoughts conflicting An yet With choice reflecting day by day my creed: To help you live, to help you die- Here am I. jo-Carole Sikorski A.j.N., june 1966 CLASSCHV PRESIDENT .............. VICE-PRESIDENT ....... SECRETARY ............. TREASURER .......,............. SOCIAL CHAIRMAN .............. PUBLICITY CHAIRMAN ....... STEERING COMMITTEE ...... STEERING COMMITTEE ...... "I believe that one reason there are so many people who are so restless, dissatisfied, and disappointed is that they have no bright and glowing objective before them, no star to which they can hitch their wagon." -George Mathew Adams 180 1969 KATHLEEN WHALEN SHIRLEY BAME DONNA JACOBS CAROL GILLIS BARBARA HAMILTON INGRID ALFREDSON CHRISTINA VanBOKKEM NANCY SCOTT The above quotation was written by a famous syndicated columnist and lecturer who also was renowned for his rare book collections. It appeared in a popular magazine in 1948 but seems more appropriate in these times than in those. Restlessness, dissatisfaction and disappointment, though feelings of the uncommitted, can be the spurs to urge one to live a purposeful and meaningful life. Restlessness is a virtue when it is a restlessness in a quest for knowledgeg when it is a yearning to improve the lot of mankindg when it is a desire to turn a furrow so new seeds of knowledge may germinate and grow. Dissatisfaction is healthy if it is dissatisfaction with the worn-out past, the traditions that stifle creativityg and with one's own ability to absorb new knowledge and see its appli- cations. Disappointment, too, can be a valuable experience if it is disappointment that we have not reached our goalg that we have not made our contribution to our profession for which we have the capacityg and that we have failed to accept leadership when the opportunity arose. You have chosen your "bright and shiny objective." Now you must find a 'fstar to which you can hitch your wagon." Dean Rhoda R. Russell INGRID V. ALFREDSON, B .S.N. Oakpark, Illinois PHYLLIS CHADLEYD BAB COCK, B.S.N. Ann Arbor If you confer a benefit, never remember itg if you receive one, never forget it. -Chilon PAMELA CMOOREQ ANDERSON B.S.N. Ann Arbor WENDY BABCOCK B.s.N. r jeddo Aww' 'Hmm-1 yam- MIX! wwf: Mau, amz.. , .Mi rank ano- vm. ry. 'R 'f lk aff - k MA M -1 f R KIOANNE D. CARAMAGNA, B Bloomfield, New jersey SANDRA QIOI-INSONJ CURRIN B S N Ann Arbor GAIL A. CROWLEY, B .S.N. Pittsburg, Pennsylvania SANDRA CGOLDBERGD DEKKER, B.S.N. Ann Arbor 5 is Grosse Pte. Shores 5 3 MIRIAM DORSEY, B .S.N. Fort Thomas, Kentucky j fu DEANNA L. DUNCAN, ' B S N Ideals are like the stars-we never reach them, but like the mariners of the sea, we chart our course by them -Carl Schurz SUSAN L. DUMMER, B .S.N. Three Oaks JANET R. ETTER, B S N Dearborn 1 - ,A f A K ' Q A U .,Q x ' A ww ., K' NWALHM WMS? wuWVgwiwmwB?mi5?WMM2gfewgmwfwkg 'P 4 .. x p -JMX RN' mm w , - D H K W., cgik x. 12 aixvii Q 45 N ia 5 3-A n ,Sl Xfiwk M AR,-,X 9 fx iff F, If sh L if-., x uae- W . N.: 23175. Q-'mg SX Q . 5 9 i if 525315, S :QQ , 1. 1, 1 9 ff Gfiiufi fgmw iwmmy fwsp . w 512541 X 21: -. 5 w M 1 IANA K. EVANS, 'S 'lffizi ffff' li, J Fl mt . SANDRA A. FAUX, B S N F921 Way ne, Indmna Q x Q,5fkf. , wr s X if ,Am 'ix O O I best Small 2 x Rr AQMQ fi? '1 jp., Q if Q .. ,. "" X Y Wa? 5533 IPATRICIA 5. EYRES, Sylvania, Ohio kwa? . . QI!!- T - . i Bi Ann AI'bOF2.x,.1- VL is .,..... . , XM N N ,- N, K K :kv Q1 .:L. X ,,,1,,. ,..,W. 2 N X .-Q J EL f .tw ii v viii" 122 5 W i 3 .I w ,.? ff W i Elias A Q 1 f- NNA Q. 1 Wasilz, ,I fs fi3m"i""""'l' g :Q f .A , ...mf ,qw ,ff W.,- ...M--s ,M MH' JEAN E. HANSEN, B ,S.N. Ludington PATRICIA G. HICKS, B.S.N. Northville Compromise is but the sacrifice of one right or good in the hope of retaining another, too often ending in the loss of both. -Tyron Edwards JANET M. HASTINGS, B.S.N. Davison CI-IERYL M. HIGHT B.S.N. Pontiac MARY Fi HOGAN, B.S.N. Lincoln Park SYLVIA A. HOLMGREN B.S.N. Saginaw A p Our opinion of people depends less on what we see in them, than upon what they make us see in ourselves. -Sarah Grand JANET A. HOLLAND, B.S.N. Ann Arbor ELIZABETH A. HUIZINGA, B.S.N. Grosse Pointe 'M BEVERLY L. HUNTSMAN, B .S.N. Dearborn KAREN D. JENSEN, B.S.N. Battle Creek i f' Q, ,fi DONNA L. JACOBS, B .S.N. Cincinnati, Ohio SANDRA K. JOHNSON, B ,S.N. Dover, Ohio 4 M 'M B.S.N. 5 N mul ! 1 gn....,.. Ha .1-, 3 QI' .nn - f F'-2' A wir' K- KKII- -1- ww "" - 'ID , WM- ,-MQ , Wm? HHS' H qifiggasff M -ws if KATZ, BBQ Detrolt ,,,: L' 'K" ' x Nw -illnwdvun h srrzfxf "nu i fi 9 . S .aiu an W Grosse Pointe ,, zu-Q. fe2:f::fl .W-it D 8 - f fu. 1 ,. s my Hn i 5 Baz i, E GERI LaBOUNTY, B .S.N. Ypsilanti BARBARA A. LEMLEIN, B .S.N. Centerport, New York Wisdom is knowing what to do nextg Skill is knowing how to do it, And Virtue is doing it. -David Starr-jordan KATHLEEN KI. LANARD, B .S.N. Birmingham JANICE K. LUCASSE, B .S.N. Grand Rapids ALYCE A. MCGREGOR, B.S.N. Ferndale M. KIM MCCARTHY, B.S.N. Grosse Pointe Woods MARGARET V. MCKENNY, B .S.N. Grand Rapids FRANCES M. MCCARTY, B.S.N. Flint LINDA A. MADDOCK, B .S.N. Fairmont, W. Virginia PAMELA K. MANUEL, JULIANNE M. MAIENKNECHT, B .S.N. Mount Pleasant B.S.N. Flint ELIZABETH J, MARSH, B.S.N. Albion Mm 7? I""Q Q Z .1 ff W .i ...1 ,L,,, H, , . L, A my .F V. , pr an F wig H N., ., as 'xg ,J 4' -Y! ,amy ' 'F 6 X M S N if , 4 uf , 'Q eff' L 'R in WX if . K 5 'S' A DON W - ' 4 K S RVN! S 3151.4 'jggltyn 'Q I Q! V553 A+ , . ,X , , ,, T ., x A ,WwJd??vE,Rd33.gLMQwNM ' 5 xx ' ' . ,-7 , , W Q 41 Pi-3 SHARON L. MIIZPJLKQA, I 2, HSN. f Wg Traverse Clty -aw-W 4 1424445 4 1 4 Counungtune ,Z RS 4 4 C0 ':- f . , 7 4 1' 4 1 Qffqigs 11g414! figs? mai, wir ,Q X Qlijawfib rug, fx KV: i Wg ,, at Lf I 4- 5 af XR dm 1' 4. PATRICIA A. PLUM E, B .S .N. Wyandotte ANNE R. POTTER, B .S .N. Detroit ANNE M. RAFTSHOL, LAURA J. PQPP, B.S.N. Ft. Wayne, Indiana B .S.N. Traverse City . N.. fp 49 xg R Q in If RITA JO RANKIN, B.S.N. Fairview Park, Ohio JOAN R. REILLY, B.S.N. Grosse Pointe Let our teaching be full of ideas. Hitherto it has been stuffed only with facts. -Aristole France JOANN REED, B .S.N. Poland, Ohio NANCY-BIO REMBAUM, B .S.N. Auburn, Maryland f 1 , X -ii- X JL . . . ,, ,., Q ,ff -1 "friIs1i2'?5i.3-53g:'?S1-ff''iV?1'5297':1iwff-MT 2 Nam: W -A 9 3 as WE 1,.Qf.5.f,.g.,h.gyw,1 Nga. V..-x.r.,,w.,g ..,.,0....?m v - ,w il ,,". X. 41'-' ,. - M' ' - -at-r Q Q , , , V 1 ,, . K.,... ., ,. U . .. . , eu. K ' . ' - 'MMR ' K . :fav M 1 ' ' ' r ., ' 'L'k . Q L Ai Q L Lmmmm m. 1k i 1.91-v I f 'W f ii' W Q an . , , g -i ' ' k war- k K v ----Q-N , , .. 0 g ...A vm 1 --Q -Mm WL-.1 , -.., H " ,,.. r also 1-- vw- .mag f 2 -, -- -mx -mhz: -J...wwBvrf?2. ' - ' Z 5:1-9 X.-QQ 4. f.i5f"1'i 1 q i as T xg -Q 4 Q Q fa E 1 ' x 59,32 1 ig Qs 4 5' K , 430 . ...Q - , -wg -. YM ,Q . lr p-6 4 ? fn-vs wa-,.,,.,, .,,,. -an , lf I xx :ar-1 Q-L -H'-,wgzfWi,n..,1aQ ww--fwfyu .R , .. . , ,..., , 4 xg' 1 W . m, ,,,2i,, 4 , , f '45 6 wwf. , ' vc dis, 4 Y , ' .1 F ,- 3 ii, -w .- mQ.U..,,. 5,-gg-n-6 muff' -Mocha-N al M. - lk... ,ww xf , -li-5., A"'. Q... 1.2.9-I Q--'npr W L . ,,Q:Q 1 . xi.: m Q... .WM ...mm M . A m MM .L hi, W B . W K Ns , . Q W w-Am, ,,, ,fs VV 2 fL A 5E1w, 55e, , :A . ,K Nw A-nr 1 -'r 1 . .w-:?'x"f:..57. 5, as 5 VXZYQE .. K f an if .--'X I - 1 ,,m . ' "" 33' 1 'E' ,, ,,., 6, 5 f wg v in-,5 N DOROTHYJ. SMITH, B.S.N. Flint ANNE L STICKRADT B.S.N " Ann Arbor Life has its musicg let us seek a way Not tojangle the chords whereon We play -Archilochus of Paros SANDRA D. SOLACK, B S N Ann Arbor ANN CGRIFFITHD SWEENY, B.S.N. Ann Arbor ax,- CHRISTINA M. VanBOKKEM, B.S.N. Holland DAISY E SW EM B .S.N. Grand Rapids Remember, there's always a voice saying the right thing to you somewhere if you'll only listen for it. -Thomas Hughes CHARLENE K. VOGT B.S.N. Fowlerville PRISCILLA E. T-NIEMI, B .S.N. Ontonagon KRISTINA QKAYSERJ WEINER, B.S.N. Ann Arbor CYNTHIA M. WAGNER, B .S.N. Essexville SUSAN L. WELLS, B.S.N. Lockport, New York LINDA CINGALLJ WEEKS, B.S.N. Arm Arbor A-', L .mfT,.A L is-A A ff ' 5 561 539 4 1 5 N if E Ml ' D. WILSON B.?,I'5'!. ?P0I1!I2.C,-3 gi' ?I?!'9f'k"" 'L"" 'ffl-vfrgqvg ,,L,,,,,L,, fch WLhatLLht-:Lhas I B SN M mwawm is ackson ww-N,,, XVV L- L. AL L. L"L K'1L L L m L N L S L" 143 V I -5 A 5 11 W r-- MSP ' 'V i' V'-i sp ' . i1 "L' "' 'K 'g . Xk.f 4,5 V , 55. Lg L A L t 17 ' I h , :Z 1. L. I , N A W g. 3 A F .xt L .L V f - f Nm A L wif? W K ,L .::f,. k LL Wi.., ' "-" HLQZQEE N-'K ' :E 1-Qjwf ni K LLM iii A kkhh .L wk W 1 L A-D 209 L, ?A" Wifi L' A W ,. K"LL-f ' ' 5 f "O-.E "5 ,L L , ,,,L- ,La W,,' 41 " " LINDA CFORDHAMD ZALESKY, B.S.N. Ann Arbor CHRISTINE A. ZERBY Newtown Square, Pennsylvama B.S.N. DONNA A. FISHER B.S.N. Tawas PEGGYJ. HOLLIDAY, B S N Flmt GERI L. LaBOUNTY, B S N. Ypsllantx Class of 1970 Row 1: P. Alsgaard, K. Gaskill, M. King. Row 2: Fongers, L. Ciofu, C. Vanceahj. Squires. P. Agar A P. Alsgaard V Beelen 1 iw L. Conrad F. Guttenberg - 1 N. Hodge PRESIDENT ........, ....... A IOHN FONGERS VICE-PRESIDENT ....., .,.... M ABEL KING SECRETARY .,... ........ P AT ALSGAARD TREASURER ........ ....... K ATHY MCCARTHY M. jaissle K. McCarthy Pollard C. Sauer K. Schmidt G. Smith 211 lu-......, Class of 1971 Row 1: Mary Thompson, Pat Brugge, Liz Stock- well, Margaret Strzelecki. Row 2: Martha Camp, Ann Zalewski, .Ieanne Kasskert. CNot pictured, Sue Ritchiej P. Brugge E. Brudi M. Camp D. Datsko J. Dziadzio D. Grode N. Hammock L. Harrison PRESIDENT ............. ........ P AT BRUGGE VICE PRESIDENT ....... LIZ STOCKWELL SECRETARY ............. MARY THOMPSON TREASURER .............................................. . NIA RGARET STRZELECKI P. Henion KI. Kassekert L. Lake D. Lane L. Levy K. Mansfield E. Miszewski 1 . P. Raymond K l A L. Hopper S. Sheffer S. Steeb E. Stockwell S. Sutter l L ,an ' 9 if V. Veale SSV ii P. Wilkins 41' wa. sr. fxaewms - f ., -- f 2-la H W pig? AL' Q! . I :Mg ' 2. Q is 'Wx A. Zalewsiki i , M. Thompson A. Zawacki X Class of 1972 PRESIDENT .......... ....... P AULA EBERLY VICE-PRESIDENT .......... SUSAN ROZNIK SECRETARY ......... ...... S UE DeMOTTS TREASURER ...... ...... C SALE ANDERSON kt.. ,V 4 . 3 559 lag 9 Row l: Gale Anderson, Susan Roznik, Pat Chill. Row 2 -Iudy Simmons, Paula Eberly, Nancy Lcipold. Cathy Coyne. ff . . - 4.-.k l. ' fir H ,g , il' 'g1Qw"- V K. Rowan ' T. Turner ',I H ,wmwzg , '2i'9:,h , -:R ,X . 421' 0 E TEP CLO ER T0 PRGFESSIONAL NURSI G The freshman student brings with her to the university all of her dreams and expectations. Eagerly she awaits the open- ing of the first semester. Perhaps for the first time she feels completely on her own, Suddenly she finds herself in the midst of a sea swirling with new faces, unfamiliar places, and uncer- tainties. She wonders what college will be like for her. This is her beginning. She has taken the first step toward the future she has chosen as a professional nurse. After an exciting year, she has a better understanding of herself and finds that she enjoys a new measure of self reliance and independence. Now she is ready to take a second step toward realizing her goal. Filled with a sense of purpose and direction, she looks ahead to entering the hospital world as a sophomore nurse. As she conquers the many tests posed during the sophomore year, the student begins to gather her own impressions as to what nursing is really all about. She must begin to work through her feelings about death, life, medical regieme, and the many tasks she is called upon to perform for the first time. This year is the one in which she will probably decide ifnurs- ing indeed is the profession for her. She wears a narrow black band for only a year, but with pride in the knowledge that she has earned it. To thejunior student it is a symbol of greater responsibility shared with other members of the health team. She learns specific skills and to look for the motivation in the behavior she observes in her patients. Each experience leads her closer to her goal of professional nursing. As she grows in the ability tojudge her patients' needs she reaches another step toward meeting her goal and is ready to enter the senior year. As she looks back over her experiences the senior sees the richly expanding world that her studies opened for her. She has been seeking professional identity by learning techniques and mastering skills to be incorporated with learning to exer- cise professional judgment. As she comes to the close of her experience she has learned to function independantly and to accept responsibility. In the process of defining our role as a professional, each of us has come or will come to a unique philosophy of nursing. The unmistakable similarity of these philosophies is the underlying committment each of us made when choosing to be a member of the nursing profession, Personal committment is basic to the belief that nursing begins with a compassion for others. We take pride in our profession and at last feel a part of it. We will be stepping into leadership roles sometime in the future. Nursing must change as the needs of society and the individual change, and the professional nurse will foster an improved quality of nursing care. As we participate in the new experiences of each class and rotation we grow a little closer to our goal of becoming a pro- fessional, but it cannot end with graduation and the receipt of a degree. We must continue to learn and strive to give even better nursing care. Our education must not stop after graduation if we are truly professionals, for adapting new knowledge and experi- ence into our care makes us the compassionate, effective nurse we strive throughout our four years of undergraduate school to become. Looking into the future the way seems bright. Technical advances in all sciences are promising many implications for the future practice of nursing. The L'Space Agei' is increas- ingly a part of our daily lives and will continue to be. Machines are recognized for their efficiency and time-saving features, and will serve us better in the future to give more individualized care to all patients. 215 l Junhnd ix.. WHERE QUR Books, Books, Books, TS, SB, S, . ." THIS IS MONEY GQES Big-Little Sister Party Football Saturday FRESHMAN YEAR TWO HEADACHES Pre-classification and Registration Due for - .Q an x-ray? L . E , kt in 1 R Q I it LY E ,S E :Q Q It ' A day on ii'tt, 1 ' W: 'ii' fi the Hoof. , E A ap 5. hi.-... Theodore Kramer, g'Alas, poor Yorick!" Anatomy i 1' K -. W Q - V -K , i Via. .'.- -2-is 4' .w M , .1 gNow for the embryonic development . . Sweet Young'I'hings. . .77 uv" Eugene Britt, Bacteriology Lila Miner, Biological Chemistry Ben Lucchesi, Pharmacology Marjorie Murphy, Anne MacMillan, Nutrition MAnd here we have the spleen UOoops wrong test tube! " R. Packard, B. Sehaberg, E. Sumpter, L. Hallock, Not pictured: M. Wheeler L. Clark, and D. Hall. NURSING Practice makes perfect. uC0me on, it isn't that bad. -. J. Awrey, U. Muller, B. Horn, E. Erranle,J. Burke. FUNDAMENTALS Outward, Inward, Eversion, Inversion " Remember: good alignment. Ln...... OB TETRIC ug,- Bathtime! UScrub-a-dub' 'LWho's next?" Obstetrical and gynecological nursing is offered to junior students. In gynecological nursing the student learns to care for the patient with gynecological problems. Skill in caring for the patient with radium implants is often gained at this time. In obstetrical nursing a true "teaching experience" is pre- sented. No student can forget that first bath demonstration she gave to an equally nervous new mother or the first labor and delivery she attended. This rotation gives the student an opportunity to coordinate care of mother and child, and to deal with patients with gynecological problems. As she com- pletes the rotation a student has an insight into a family's reaction to birth, some of the problems that can occur in the female reproductive tract, and the methods which gynecologi- cal and maternity clinics are using to decrease maternal and child mortality. g'She,s going to the DR." UNO more empty beds?" GYNEOOLOGY KA m1m,, My-V Mrs. Underwood Miss Judd Mrs. Wessenberg WORKING WITH OTHERS Here it is! Miss Avery on the Move! FOR BETTER PATIENT CARE Mrs. La F ' Working Tog her Mrs. Cho LLM 4' , f' E E 49,1 iimtw N, "fi New '4Are you damp?'7 A time for teaching A time for talking TRUCTO R Left to right: Miss Schabhuttl, a mother and child, Miss Heermann, Miss Dorr, Miss Kirk, Miss Clarke, Miss Bedell. CMiss Connoughton not picturedj. ,wx x M. ""'5?e't hu.. " The nursing of children is a special art, for they present many additional problems that the adult patient does not. Fluid and electrolyte balance appears more critical since there is less margin for change. Often at very impressionable ages, the care of the child presents additional problems to the stu- dent. Learning to help the parents and family to accept illness in the child is one ofthe areas of special emphasis. As the student encounters a variety of experiences with the ill child she gains insight in dealing with children in many situations Plenty ofcreative care needed here. "He's got a temperaturef, and is able to offer understanding individualized care to her small charges in the hospital setting. The student grows in her understanding of the child and how illness affects his life as she completes this rotation. Relaxing at feeding time. A mother's help is always welcome. 225 l i........... MEDICAL Sitting Qleft to rightjg M. Reynolds, N. Creaoson, VVilson, R. F. McCain, L. Cole, A. Hegeons, K. Reick. Standing Qleft to rightjg F. Marsh, G. Skinner, D. Hall, D. Reddy, M. Schroeder, M. Horton, Sana, Allen, B. Derks, Donnelly, H. McKenna. Organization needed here! Q 'J 226 g Medical-surgical nursing brings with it a variety of experi- ences. During the junior year one of the highlights of this rotation is experience in the operating suite. This year also brings with it increased skill in organizing care and new knowledge and practice of such skills as suctioning and pre- and post-operative care. A student grows in her nursing skills as she completes the ,junior year. During the senior year organizational skill is put to the test as such skills as team leading and functional nursing tasks are attempted. During the medical-surgical experience students are given new skills and the opportunity to test them in the clinical situation to prepare them for the time as a graduate when they will need them in a hospital situation. SURGICAL Knowlege of asepsis comes in handy here. HDon,t bump me Docg I,ve only got 30 sec. more to go. 9' Don't forget to clean those fingernails. V.J...u..J L., 9 U -K M-w.mg,,,,. f cal I All this, and patients too! :ii " M t :I t MM? t 1 H . , -f M ., : :" 'LN Q , .V 1 4 L A n i 'Y' . Min Skill comes with Practice! HAfter this you can rest a while.'7 ust one second, and it will be all over . . This will help you to get rid of secretions l l M i 229 . Ln... A111 ROW I: Cleft to rightj, Wood, M. Loomis, M. Campbell. ROW 2: Dodenhoff, M. Swanson, M, Harmes. OVER THE HILL TO VETERAN'S HOSPITAL The psychiatric nursing program offers a variety of experi- ences to students in either the junior or senior. Students are placed in Children's Psychiatric Hospital, Neuropsychiatric Institute, or Ann Arbor Veterans' Administration Hospital. Opportunities are therefore available to have experiences with children, adolescents, or adults. This experience not only gives the student an opportunity to look at the psychological problems of others and their probable causes, but it also gives the student a chance to look at herself in a different perspec- tive. The ability to analyze situations and personal reactions to others is invaluable in other situations which the student will encounter both as a student and a graduate. Each student leaves the rotation with a slightly different method of looking at situations and a deeper understanding of personal interac- tions. CHILDRENS PSYCHIATRIC HOSPITAL P BLIC HE LTH QLeft to rightb: Price, F. MacDougall, L. Black, D. Hildebrand, F. jen- nings,j. Brown, N1.Cole. Public Health nursing is really a combination of all of the nursing skills learned in the sophomore and junior years. Nutrition teaching plays a big part in the student's dealing with the problems of many of the mothers she encounters. Knowledge ofthe nature of children and care ofthe infant enables her to give advice on how to organize baby care or plan a day's activities to leave time to play with the baby or get cleaned up before the husband returns from work. She teaches families to care for an ill member in the home and helps with teaching people with specific disabilities to accen- tuate their abilities in becoming more independent. The pub- lic health experience offers a student the opportunity to assess a situation and institute measures to help a family function in a healthy and efficient manner. 5' 1' " l 1 ff mi 2' ' , A , ' , ' , 1 ' ' ., 1- -ffi A. .4 1, ,. 41 -, V - f . . 'N V X. .9 5.:..,?,igZl',. ,ami . ,Gly ., V2 ,D 5 At! - I K I I ,, Asif' .. 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'Y 'gf ' A' 4 ,1 k K "2 .., t, ' . - , A, - ' .g,',z5g . -. , , , , ur, ix 4, 1, V , - ,A , I 325, , . ,, fy,--I tv ,,K4:A"i,,. , - 'ft ,- .- 5 .'w 6 ' - 2- .- v Q- A1 " ff 2 7 ,. v A i ' ,' ,X - 4 Q i'.-' ' 7 N-. - ,.-.la .4 er , ' 1 ' Ll -.,,.'L, . 1 MQ-... w L.- - f if x tw Q11 X if fi f' if ' f..-f . f'.,A. - PNNL STAFF K CNURSING SECTIOND NURSING EDITOR ....., CO-EDITOR ............ AEQUANIMITAS 2 PATAGAR GAYLA SMITH ETA It 'f' ,gwfiyuffi-'Sf?...6, A f,l-ta' f as 'f in 3' UNDERCLASSMEN ...... ...... A NN ZALEWSKI ORGANIZATIONS ......,. ..,... C HRIS VANCEA ROTATIONS ........ ,..... P AT ALSGAARD LAYOUT ......... ....... P AT WILKINS COPY EDITOR ........ ...... L INDA SADOWSKI CANDIDS ....... .....4 A NN WILMETI-I CAPTIONS ..... ..... M ARY HAUCI-I Row 1: Ann Zalewski, Gayla Smith. Row 2: Pat Agar, Chris Vancea, Pat Wilkins. SIGMA THETA TAU Sigma Theta Tau, founded in 1922, is the only national nursing honor society existing today. The national society is composed of forty-one local chapters. At the University of Michigan, Sigma Theta Tau is represented by Rho Chapter, founded in 1959. Criteria for invitation to membership into Rho Chapter are: cumultive grade point average of 3.00 or above, first semester Junior and above, evidence of pro- fessional leadership potential, and possession of desirable personal qualifications. The National Council and chapter delegates meet bienni- ally to integrate efforts towards promotion of the goals of Sigma Theta Tau: lj recognize the achievement of scholar- ship ofsuperior qualityg 25 recognize the development of lead- ership qualitiesg 3D foster high professional standards, 45 encourage creative work, Sjstrengthen committment on the part of individuals to the ideals and purposes of the profession of nursing. Sigma Theta Tau is an honor society but commit- ted to definate and positive goals within the nursing profes- sion. We regret that a photo of the group is not available at this time because of a conlIict of schedule between yearbook deadlines and scheduled meetings of the organization. During the course of the year this group sponsors many worthwhile projects such as, a tutoring service, a babysitting service for the mentally or physically handicapped child, and lectures on topics of interest to members and fellow students. This year brought a prominent nursing educator to Ann Arbor to speak on "Idealism vs. Realism in Nursingl, in one of the programs. A discussion and refreshments followed with many faculty and students using this opportunity to ask ques- tions of the speaker. 233 ..u....t.J hm... W.S.N.A. Row 1: P. Quick, P. Egres, M. Koning, B. Beelen, P. Agar, G, Smith, KI Cappo, S. Cole, L. Conrad. Row 2: F. Raje,j. Squires, S. Katz, N. Ervin, C. Davis, K. Smith, C. Becker, K. Rathbun, S. Meyers. Row 3: A. Wil meth, M. Haugh, M. Boes, D. Betwee,j. Williams, G. Mathews,j. Bran WSNA attempts to: ' .1 setter, G. Wilkerson, L. Berli. Row 4: M. Vivirski, L. Clancy, M. Gainer, C. Vancea, S. Wells, D. Fisher, B. Baker, M. Craig, M. Cannon, C. Con- lin. Row 5: Livingstone, L. Sadowski, P. Alsgaard, F. Guttenberg, M. Burgel, C. Purdy, B. Christman, M. Christman, G. Rozinski. I 1 lb acquaint the student of nursing with the ways and means to effectuate his education in improving nursing standards and practice, 25 promote professional unity among student nurses in the area, in the state, and in the nation, 35 provide an opportunity for the student to know and understand current trends in his profession, 41 provide pre-professional organizational activities which will allow the student nurse to more fully assume his professional responsibilities after his formal education, 55 stimulate an understanding and an interest in the professional parent organization, The American Nurses Association CANAjg 6D provide information regarding areas of professional nursing practice, present and future. These functions are achieved by working closely with the local unit of ANA in an effort to keep WSNA members informed on current concerns in nursing. The organiza- tion presents monthly programs of interest to the student nurse, such as speakers on present trends in nursing, individuals actively engaged in an unusual area of nursing, and panels on controversial issues confronting the nurse. To implement ideas and changes relative to nursing on all levels, the association provides organization similar to that of ANA. This year we were fortunate to have panels on birth control and abortion, and a prom- inent speaker who showed slides and spoke on heart transplantation among our pro- grams, as well as an excellent movie on L.S.D. and other such drugs. 234 A . NURSING COUNCIL ,XX th.. .4 if 3 I ROW I Clieft to rightjx Julie Marenknecht fRecording Secretaryj, Verna D. Barton CAdvisorD, Susan Blond CPresidentj, Kathy Lanard fTreasurerD, Nina Hodge CCorresponding Secretaryj. ROW 2: Jerry Squires, Suzanne Jenkins, Marlena Robinson, Susan Ritchie, Martha Camp, Elizabeth Stockwell, Ann Zalewski, Mary Thompson, Nancy Scott, Meg Strzelecki, The Nursing council is one of the most dynamic organiza- tions within the School of Nursing. It has been fostered mu- tually by enthusiastic students and faculty. The Council has seen and realized opportunities for student nurses to become involved in campus affairs, faculty committees, and policy changes, thus enabling expression of ideas and viewpoints on issues affecting the Nursing School. Council is composed of the officers from each class and the representatives of the various student organizations. These leaders facilitate more effective communication in and be- tween classes, which aids in the achievement ofclass solidarity and intra-class unity. The Council provides a stimulus and motivation for growth, and extends itself to all members of the nursing school. Representing the entire School of Nursing, the Council sets an example of attitudes and ideals appropriate to the pro- fession of Nursing. Not only are communication and team- work essential to Nursing, but skills in problem solving and leadership as well. The Council offers opportunities to its members to develop further in these areas. The Scribble staff is composed of the publicity chairmen of each class. It is their responsibility to publish the school news- letter twice each semester. Through this paper they further communication within the classes and stimulate interest in class and organizational activities. Mabel King, Kathleen McCarthy, Linda Ciofu, Laurie Golden, Karen Williams, John Fongers. ROW 3: Jeanne Kassekert, Pat Brugge, Barb Lemlein, Paula Eberly, Barb Hamilton, Pamela Hackett, Mary Sved, Donna Jacobs, Sherry Bame, Tricia Chill, Kathy Whalen, Gale Anderson, Chris VanBokkem, Pat Place, Christine Vancea, Patricia Alsgaard. SCRIBBLE STAFF Row 1: Kathy Coyne, Ingrid Alfredson. Row 2: Jeanne Kassekert, Chris Vancea. 235 3......x.k, F6 ,, Z ,, J 'bm W , e , Q iv, :Q ,, ' J 2,5-,in qi' Ei F9 Q! ,. , N' h 11 f,, L....... K ' ,fb 2 P! if P1 a 4 W wi' ,Y K f in 1 , i A . f f' , -i1 5 f -' 'Ibn-A uw, k......s. ... PATRO 31 Gerald D. Abrams, M.D. Richard Allen, M.D. David G. Anderson, M.D. Walter M. Baird, M.D. Walter L. Barron, M.D. Verna D. Barton, R.N. tlere M. Bauer, M.D. Sjon Behrman, M.D. Helen W. Bowditch, R.N. Colin Campbell, M.D. Darrell A. Campbell, M.D Edward A. Carr, jr., lN4.D. joseph C. Cerny, M.D. Charles G.Child Ill, M.D. Henry P. Coppolillo, M.D Elizabeth C. Crosby, Ph.D. Arthur C. Curtis, M.D. Fred M. Davenport, M.D. Russell N. Dejong, M.D. George R. DeMuth, M.D. David G. Dickinson, M.D. Reed O. Dingman, M.D. Stefan S. Fajans, M.D. F. Robert Feketyhlr., M.D. Irving Feller, M.D. Earl R. Feringa, M.D. Stuart M. Finch, M.D. Axlames French, M.D. Williamil. Fry, M.D. Nancy E. Furstenberg, NLD John R. G. Gosling, M.D. William C. Grabb, M.D. Robert A. Green, M.D. john A. Gronvall, M.D. Cameron Haight, M.D. E. Richard Harrell, M.D. Klohn W. Henderson, M.D. Robert C. Hendrix, M.D. Samuel P. Hicks, M.D. Dorin L. Hinerman, M.D. Roland G. Hiss, M.D. Gerald C. Hodge, B.F.A. Donaldxl. Holmes, NLD. ,john F. Holt, M.D. Sibley Hoobler, M.D. William F. Howatt, M.D. William N. Hubbard,Jr. M.D. Robert B.Jaffe, M.D. Franklin D. Johnston, M.D. Richard D. Judge, M.D. Edgar A. Kahn, M.D. Albert C. Kerlikowske, M.D. Arthur C. Kittleson, M.D. George H. Koepke, M.D. Theodore C. Kramer, Ph.D. Isadore Lampe, M.D. Jack Lapides, M.D. Edward W. Lauer, Ph.D. WilliamJ. Ledger, M.D. Lawrence H. Louis, Sc.D. George H. Lowrey, M.D. Kenneth R. Magee, M.D. George W. Morley, M.D. James V. Neel, M.D. WalterJ. Nungester, M.D. Harold A. Oberman, M.D. WilliamJ. Oliver,lN1.D. William R. Olsen, M.D. Edwin P. Peterson, M.D. Edward C. Pliske, Ph.D. H. Marvin Pollard, M.D. William D. Robinson, M.D. Herbert T. Schmale, M.D. Jan Schneider, M.D. Richard C. Schneider, M.D. Maurice H. Seevers, M.D. Joan M. Sigmann, M.D. William S. Smith, M.D. Henry H. Swain, M.D. Robert B. Sweet, M.D. Norman W. Thompson, M.D. Harry A. Towsley, M.D. ArthurJ. Vander, M.D. Charles L. Votaw, M.D. Julius M. Walner, M.D. Martha R. Westerberg, M.D. Walter M. Whitehouse, M.D. Park W. Willis III, M.D. J. Robert Willson, M.D. James L. Wilson, M.D. James M. Winkler, M.D. Russell T. Woodburne, Ph.D. Walter P. Work, M.D. ChrisJ. D. Zarafonetis, M.D. James W. Rae, M.D. Raymond W. Waggoner, M.D., Sc.D. Without the support of its patrons, the expense ofthe yearbook would be prohibitive for medical and nursing students. The yearbook staff thanks those listed on these pages for their generous support. -...-A , f I if , , 1 X. ,,.-. 'EI CONGRATULATIONS TO THE CLASS OF T969 HARPER HOSPITAL OF THE DETROIT MEDICAL CENTER if I 5 J! A If 5 , f i f' , ., E 5 3 ! 'nv 5215.5 452 ,..I..,.m W M1158 2'-III? EI Q., Q 'L 5 , ,, '19 2' H -f , I E' if is Q "iii-7.P 'iii gn I su a 551 T855 V V NN S K 9' '!!"E""?!"!E"'!Q!9 'I M v- '!'7'!!'yE!"E""'!1"!gi'9 'ff' 5' ' H 'W' ..1' W: I anim H HULL 1 I 'SX 'SW 1 .- ' 'n""'h5,..mnnlvN' SHOWING WEBBER MEMORIAL ADDITION A MAJOR TEACHING FACILITY OF WAYNE STATE UNIVERSITY SCHOOL OF MEDICINE Complimenls of Wine Spuzs HAROLD S. TRICK Everything for ihe Allwlele School and Team Supplies 7II N. Universily NO 8-96l5 902 S. Stale NO 8-7296 .,, ....,.J,. Est- 1921 929 E. Ann sl. 769-2233 Fine Clothing Bs Furnishings Ann Arbor Detroit 326 S. State 41 Adams East W A H R' 5 'I-,?.'1'2sTZ'l'5 ii FINE CHINA, CRYSTAL, SILVER Spode, Royal Copenhagen Arzberg, Orrefors, La Lique, Leerdam Georg Jensen, Allan Adler JOHN LEIDY SHOP 601 E. Liberty MEDICAL a NURSING aoolcs and 607 E. L'b Try us for your needs . . . I erly 3l6 S. Sl'a'l'e NO 2-5669 We Mail 243 rfqrxf I ffgw. ,j,f"' f, - L,- .D .-- f ' P J ,.-fx ' 'f-,f-. I . ' K - f A , we , ,. f if - I , fc V x .N .QYMX fri, Nw I A, A 3, 1 . .1 S, Ky, , l - fi fri? 4' fX,XV,-Ari., 'A'r.f J x :rv , la g'-L YV , -- 1 A -- : ,V L .sy H lf, -lfl N, 'A I ' ' if 15 I ' 4 --f" -""""T- V " 'Q K' ' H 'ii ' I I Y t" an v V "I "gear 'V' ' V ' -' il ?'l'ff,,?2lr .7141 9 'M 1 ii' ,J , Q 7 . --- 1 Y -' . , A -gif?--0',,.-'ng -4 --I - -I - 1 . ' A . bei Lift. 5 'H 'Q , if -II Y it Li' + 4' cfs 44 -wr -, -GE, - . I -As.-v-T"'Q's? U f- 'anis - -,'.-vs 0 L T 4, y 1. ,ff .V .fr - X - y N, - T, '- V-gg L-1' if - iii.-e i if my V ,fig i f V , f 'I in 4 l MIDLAND HOSPITAL MIDLAND, MICHIGAN 244 THE MIDLAND HOSPITAL The Midland Hospital is a fully accredited 230 bed general hospital of contemporary architecture situated in a wooded setting in a rapidly growing, dynamic community. The educational, cultural, and recreational facil- ities far surpass those found in most cities of 33,000 population. During the past year there have been 10,315 admissions, 1,377 deliveries, 37,107 out- patient visits and 11,096 emergency room visits. Teaching is done by board certified special- ists in all departments, as well as by experi- enced generalists. Interns are assigned families for "family clinic" care. For details contact: The most up-to-date facilities and equipment are provided and research programs are being developed. Midland Hospital offers an externship pro- gram and is approved for 10 rotating first year internships and for second year intern- ships. Midland Hospital is affiliated with the University of Michigan Medical Center with visiting lecturers monthly. In addition to the traditional programs, a unique 2 1X2 year program for family prac- tice training is operating very successfully under ioint sponsorship with the University of Michigan Medical Center. R. E. Bowsher, M.D. Director of Medical Education Midland Hospital Association Midland, Michigan Congrafulafions and Besf Wishes fo the Graduafing Class of 7969 The Margaret Shop -U nifo rm s- In The Nickels Arcade CONGRATULATIONS CLASS OF 1969 and to the Aequanimitas Staff It was a privilege and pleasure to make the photographs 521 E. Liberty NO 2-2072 used in this book. Bill and Barbara Toland "Fine Photographs Since 1924" centennial was -1969 Y Q . , X X. in , X H QP X X 'NX xx' N N-I-fm A V W ZAR 95 I f ' x -f:A' f'Y3'l-.Q 1 Q 2 ff M, i . 5 f ' , Ng? f , I V N , '-'93 Q0 P Hp f f an -n n i fn n wr, , T, If 'xvfgwi ' nn 1 ff f --1 X 4, W f .y X, w,X Where research marks the path for tomorrow's medicine m THE CULLEGE LIFE INSURANCE CIIMPANY 0F AMERICA Robert J. H ouok 2355 EAST STADIUM BOULEVARD IQUARRY BUILDINGI ' P. O. BOX 1511 ANN ARBOR, MICHIGAN 48106 ' PHONE 663-0891 , C. L. U., and Associates CONGRATULATIONS TO THE CLASS OF 1969 from the MEDICAL STAFF and AnMiNlsrRATloN ST. JOSEPH MERCY HOSPITAL PONTIAC, MICHIGAN Community Hospital- enlarging to a 500 bed institution pictured. Rotating "9" Internships. Board Certified DME. ll wp I gasllm -'?'f'- f 1. ff-H.. 'zg ,,i5h:g,ll, ri . E .,, University of Michigan I -. ' . .rig It ig. nh: 1, H I niimmmni i fe: ' ' affiliation. lg I' hai l Residencies:- Medicine ObfGyn Pathology Pediatrics Radiology Surgery Housing-Available in adiacent Apartments STIPENDS:- or Townhouses. Basic furnishings Interns - S750 per mo Residents I - 790 per mo Residents II - 830 per mo Residents III - 875 per mo Residents IV - 920 per mo 248 supplied by hospital. Vacation-Two weeks with pay. Uniforms and Laundry. Meals Insurance Moving Allowance Participation in generous entertainment fund. Robert M. Cutler, M.D. Director of Medical Education 900 Woodward Avenue Pontiac, Michigan 48053 THE MEDICAL BOOK CENTER BOOKSELLERS as THE MEDICAL STUDENT I T Q THE MEDICAL PROFESSION everywhere OVERBECK BOOKSTCRE 6 S. Universi+y Ann Arbor, M I1 1 235.5 ff Congratulations Graduates from BUTTERWORTH HOSPITAL Grand Rapids, Michigan 451 Beds lincluding a Private Psychiatric Unitj + 78 Bassinets and 16 Bed Premature Nursery 20 Rotating Internships Residencies in: Surgery Internal Medicine Obstetrics-Gynecology Pediatrics Radiology Pathology Plastic Surgery Affiliated with The University of Michigan School of Medicine 20,546 Admissions 30,504 Emergency Room Visits 3,175 Births 7,719 Clinic Visits 60,477 Referred Outpatients 98,700 Total Outpatients The New Interns Apartment Building Has 20 Furnished Apartments Butterworth Hospital welcomes visitors at any time. For a brochure or additional information Write: Director of Medical Education BUTTERWORTH HOSPITAL 100 Michigan N.E. Grand Rapids, Michigan 49503 BEST WISHES TO THE CLASS OF 1969 from CAKWOCD HOSPITAL Dearborn, Michigan A modern, fully equipped 450 bed hospital approved by the Joint Com- mission on Accreditation of Hospitals. Situated adjacent to the downtown Kalamazoo area, its physical facilities and equipment are being enlarged and approved constantly to keep pace with the ever growing population. Annual Services provided to more than: 14,000 Bed Patients I 'l,l00 Outpatients 19,000 Emergency Room Visits 2,200 Deliveries 9,300 Operative Procedures Internships: I5 Approved Rotating Types 0, I, 2, 3, and 4 Residencies: General Surgery, Pediatrics, Orthopedics, Obstetrics-Gynecology Benefits: Monthly Stipend and Full Maintenance Including: Newly constructed 119681, furnishes townhouse-type apartments Hospitalization and malpractice insurance Uniforms and their laundering On-duty meals Two weeks paid vacation annually Teaching Program: Under the guidance of a full-time director of medical education and part-time associate director, the program is primarily affiliated with the Medical School of the University of Michigan. During the year, university faculty members visit the hospital for teaching rounds, seminars, and lectures. The Upiohn Company Research Scientists fM.D. and Ph.D.j are actively involved in the educational program as members of the teaching associate staff. For additional information: Robert M. Nicholson, M.D. Associate Director, Medical Education Harold E. DePree, M.D. Director, Medical Education BRONSON METHODIST HOSPITAL KALAMAZOO, MICHIGAN 49006 coMPuMENTs OF SINAI HOSPITAL OF Demon GUETZEHAFT ti'fT'i3iiAiifiifK Washington at Fifth QUALITY PRINTERS Washtenaw at Huron Parkway Stad P I A A b nting Firm With Good Wishes MEAD JOHNSON LABORATORIES ROBERT L. WILSON SALES REPRESENTATIVE 26 GOG OW OUEARDOANNARO CG 805 T I ph 6769-1666 EDWARD W. SPARROW HCSPITAI. LANSING, MICHIGAN BEST WISHES TG THE CLASS OF 7969 THE QUARRY INC. PHYSICIAN-HOSPITAL SUPPLY 212 S. Wagner Rd., Ann Arbor Medical Equipment and Instruments for: 0 Medical Students Hours: 7:30-5:30 O Physicians Monday through Friday 7:30-1:30 0 Hospitals and Clinics Saturday Research Laboratories 1-313-665-6127 The Quarry has qualified personnel to aid the student, intern, resident, and practicing physician in selecting the equipment best suited to his needs. 255 CONGRATULATIONS FROM PONTIAC GENERAL HOSPITAL Pontiac, Michigan 48053 Dedicated to Two Goals: Being the outstanding community hospital in the statep Maintaining the strongest community hospital internfresident training program in the state Affiliated with the University of Michigan Medical School Rotating Internship Types O through 5 Maximum flexibility in program content Full-time Director of Medical Education as well as salaried Directors of Education for each clinical department Full residency programs in: Internal Medicine I3 yearsj General Surgery Q4 yearsj Pediatrics I2 yearsj ObfGyn Q3 yearsj Pathology I4 yearsj 6 positions 8 positions 4 positions 9 positions 4 positions Outstanding clinical laboratory Furnished 2 and 3 bedroom apartments Home of the famous Pontiac Plan for Emergency Rooms Excellent patient care responsibility Lite Insurance 8. Estate Planning for Physicians Don W. Robinson, C.l.U. 8. Associates Representing Mutual Benetit Lite ot New Jersey Chartered Lite Underwriter lFounded I845I Lltelviemlibef 23II E. Stadium, Ann Arbor Million Dollar Round Table 28 W. Adams, Detroit Protessionals' Planning Associates "QUALITY SERVICE THROUGH TRAINING AND PRACTICE YEARS" LETTERPRESS '31 OFFSET 0fwf4 ' A yur ,9 5 S E I? V-A L L James Marron 0+ pqr Robert O'Hara " u 5'Al3RIlXITlINIC?u " 4' 3 ' I 74, '1- 1? SERVICE +,Q8OR,f' "e'ep'f0"e 66595337 TAiLoRs CLOTHIERS FuRNisHERs Lsneunews Erivelorss a. ausmess CARDS . snocriunss - sooxs wsonmo iNvnAnoNs - cArALoGs - ausmsss roms Professional Design G Copy Consuliant Available 2265 VM Liberty Street I Ann Arbor 11 South University ANN ARBOR BANK Medical Center Ottice fForest at Ann Sts.j and 'IO more serving Ann Arbor, Dexter, and Whitmore Lake, Michigan Member: Federal Deposit Insurance Corp., Federal Reserve System 257 M UNT CARMEL MERCY HOSPIT L DETROIT, MICHIGAN -nl" Fully Approved Hospital - 559 Beds Affiliated with the University of Michigan Medical School 24 Rotating Internships Fully Approved Residencies in Medicine, Surgery, Obstetrics and Gynecology, Pathology, Radiology and Pediatrics. rw FOR INFORMATION ABOUT MT CARMEL MERCY HOSPITAL WRITE T0 JOHN W MOSES MD DIRECTOR OF MEDICAL EDUCATION "cf X Y Y' I , 1 40, HEARTIEST CONGRATULATIONS, CLASS OF 1969 from HURLEY HOSPITAL Flint, Michigan For your professional consideration: 0 A 750 bed general hospital, including a large Intensive Nursing Care Unit and Emergency Room Annual Admissions .... : 24,000 Births ............ : 2,000 Emergency Examinations : 32,000 0 A full complement of forty-eight residents 0 Affiliation with all three Michigan medical schools, including 75 guest lectureships each year 0 Close association with the C. S. Mott Children's Health Center and 20,000 outpatient visits each year 0 Internship quota of 20 For further information on Externships, Internships, and Residencies, write: Marshall Goldberg, M.D. Medical Education Office Hurley Hospital Flint, Michigan HTTP Q ' x g X M I !u Enrr-M...-N- mimic sue! nunn u., ,,,, , ' f :,x. E!-E I . Q!!! Qlll ln' ini COMPLIMENTS OF WAYNE COUNTY GENERAL HOSPITAL Efficiency I, 2 or 3 Bedroom Unfurnished Apartments Good Luck Grads from the X ISLAND DRIVE APARTMENTS where The Location is Beautiful The Service is Excellent ANN ARBOR The Price is Right 999 Island Drive com, NO 5433: 260 NATIONAL BANK Sz TRUST COMPANY OF ANN ARBOR MEMBER FDIC Nine Convenient Uftices Serve You CXCJMPLIMENTS CDF 'RL M E The Coronary Care Unit-The latest in Intensive Medical Care , ,. A I A 335.5313 lr 3r:f'2r:iifii'M ii C " geivi C ejffffjggif A w """i:'f:Ei T g ii2I in , Eg?gl:-2 Q-Q El2.'ll!Y ::'1. Yi A5 N ,T , u Avis. e - K' . A fully accredited community teaching hospital with university affiliations, receiving a high quota of interns . . . For 20 years the only hospital in Northern Michigan offering an Intern Program. The Latest in Surgical Techniques A hospital with affiliations with col- leges and universities in Medical Technology and Radiologic Technology, and sharing in Associate Degree Nurse and Practical Nurse Training Programs of Northwestern Michigan College. MUNSON MEPhlCli!24 CENTER L.,M.2..c. ,,... ACTIVE TEACHING PROGRAM THE GRACE HOSPITAL DETROIT, MICHIGAN The Grace Hospital consists of two general hospital units. The Central Unit with 420 medical- surgical beds is located in the Educational and Medical Center of the heart of Detroit. The Wayne State University, College of Medicine will soon be located across the street from the Cen- A - 1 ' qgyag- '-'gi-5135 , ',",",E!,',1jfT'4f'.s.mes4. V' CENTRAL UNIT 4160 JOHN R ST. 30 APPROVED INTERNSHIPS Approved Residencies in- lnternal Medicine Neurological Surgery Obstetrics and Gynecology tral Unit. The Northwest Unit with 447 medical-surgical- obstetrical beds is located in one of Detroit's residential areas. ANNUAL STATISTICS 27,000 Admissions 28,000 Out-Patient Department Visits 3,000 Obstetrical Deliveries 18,000 Operations oPl'1ll19lmolo9Y NORTHWEST unit O h d. S 18700 MEYERS ROAD rt ope IC urgery Pathology . 0 Radiology For further information write to: Surgery CO-ORDINATOR OF MEDICAL EDUCATION Urology THE GRACE HOSPITAL OR STOP IN 262 DETROIT, MICHIGAN 48201 CODE 313 831-5800, EXT. 322 MICHIGAN PHARMACY JACK D. OAKLEY, c.L.U. OFFERS 727 North University A Prescription for Doctors in Training and Practice: Ann Arbor Michigan 66 9 Rx 9 Complete Line of Drug Needs SERVICE -1- 665-2525 PLANNING -I- CONFIDENCE : Compliments of SECURITY Staffan Funeral Home, Inc. THE LIFE INSURANCE COMPANY 513 EAST HURON STREET TELEPHONE 663-4417 V ANN ARBOR' M'CH'GAN 527 E. Liberty 665-5400 ANN ARBOR the Staff of the 1969 AEQUANIMHAS thanks the advertisers in this section for helping to make this yearbook possible. 263 ...A . I I o ra e in . . by I . INEDA:-QAATED TE STREET I ANN ARBOR, MICHIGAN 48104 SAGINAW .AFFILIATED HOSPITALS, INC. SAGINAW, MICHIGAN SAGINAW GENERAL HOSPITAL A UNIQUE, DYNAMIC APPROACH TO MEDICAL EDUCATION UTILIZING THE ATTENDING STAFFS AND 850 BED FACILITIES OF THREE MODERN HOSPITALS ST LUKE S HOSPITAL REQUEST DESCRIPTIVE BROCHURE DIRECTOR OF MEDICAL EDUCATION 705 COOPER STREET SAGINAW MICHIGAN 48602 Lih g phd USA. ST MARY s HOSPITAL 52294512222


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University of Michigan Medical and Nursing School - Aequanimitas Yearbook (Ann Arbor, MI) online yearbook collection, 1927 Edition, Page 1

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University of Michigan Medical and Nursing School - Aequanimitas Yearbook (Ann Arbor, MI) online yearbook collection, 1941 Edition, Page 1

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University of Michigan Medical and Nursing School - Aequanimitas Yearbook (Ann Arbor, MI) online yearbook collection, 1963 Edition, Page 1

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University of Michigan Medical and Nursing School - Aequanimitas Yearbook (Ann Arbor, MI) online yearbook collection, 1968 Edition, Page 1

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University of Michigan Medical and Nursing School - Aequanimitas Yearbook (Ann Arbor, MI) online yearbook collection, 1969 Edition, Page 209

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University of Michigan Medical and Nursing School - Aequanimitas Yearbook (Ann Arbor, MI) online yearbook collection, 1969 Edition, Page 10

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