University of Michigan Medical and Nursing School - Aequanimitas Yearbook (Ann Arbor, MI)
- Class of 1969
Page 1 of 272
Pages 6 - 7
Pages 10 - 11
Pages 14 - 15
Pages 8 - 9
Pages 12 - 13
Pages 16 - 17
Text from Pages 1 - 272 of the 1969 volume:
J ,. ww. 41' - J 1 K 'eq
, ADMINISTRATION ........
Deaifs Message ........
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:
Sophomores '68-'69 ..............
Impressions ofthe jqnior Year
I 1969 ........ ........ 4 0
1972 ........ ........ 8 0
1971 ........ ........ 1 00
1970 ............................................................... 120
ORGANIZATIONS AND ACTIVITIES
SCHOOL OF NURSING
PATRONS ................. ..........
ADVERTISING ......... ..........
.john'R. G, Gosling ....... ........
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
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
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.
Dr. Robert A. Green
Dr. George R. IleMuth Dr. john A. Gronvall
Associate Dean Associate Dean
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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-
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-
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.
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
These opportunities are available at all
stages of the medical school career. There is
a large program of summer research grants
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
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
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-
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.
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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.
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PHO T0 GALLERY
by bob williams
fwilli a little lielpfrvm Uince lalborlej
slurlenl pa rking
7710071 DUE? 77186612
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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
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.
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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-
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
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-
What has this to do with medical educa-
tion at Michigan? Certainly as one of the
largest schools in the United States Michi-
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
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
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
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.
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
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
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
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?
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
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-
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
One of the most valuable assets is that
students regard him as a friend as well as
instructor. lt is easy to communicate with
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."
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.
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
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
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
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
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-
DORIN L. HINERMAN
Dorin L. Hinerman, Professor of Pathology
Born April 19,1914
University of Michigan Medical School
Intern at Milwaukee Hospital
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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.
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
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
He first became involved in a major
teaching program at the U. of M. in 1959,
Richard D. -judge, Associate Professor of Medi-
Bom May 5,1925
M.D., Northwestern University
Intern, Resident at University Hospital, Ann
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-
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.
RICHARD O. KRAFT
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
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
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
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.
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.
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
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.
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-
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
Once a man ls' won his spurs, give him
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.
Frank N. Ritter
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
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
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
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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
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
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-
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.
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
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.
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-
- forty Kratzten
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
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
t lf fe
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
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-
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.
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CLASS CF 1969
CHARLES GARY ARTINIAN,
Highland Park, Michigan
Wayne State University
Student Council CTreasurer
Secretary, Vice Presidentj
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
S. DAVID STULBERG,
Phi Chig Victor Vaughan CPresidentD
Galensg Curriculum Evaluation
University of Michigan
AEIg SAMA Council
B.S. M D
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WILLIAM R. ARMSTRONG, B.M., M.D.' R
University of Rochester
Phi Chig Glee Club
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3 Monroe, Michigan
University of Detroit
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tee Pfesidfm C1965-19667
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t RUTH ELLEN BACKUS,
Michigan State University
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jAMES D. BARIL
B A M D
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THQMAS G. amz
Uriifidfsgity of Michigan
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J. M. BIELAN,
DENIS L. BOURKE
Grosse Pointe, Nlichigan
University of Michigan
CARL PATTERSON BRANDT,
Royal Oak, Michigan
University of Michigan
ALAN P. BRAUER,
New York New York
UHIVCFSIIY of Rochester
Phi Delta Epsilong SHO
Michigan State University
Ann Arbor, Michigan
University of Michigan
ROBERT JOEL BRIDGE,
Rochester, New York
University of Michigan
DANIEL E. BRITTON,
Michigan State University
Phi Chi, Victor Vaughan
ARLIN EDWARD BROWN,
Roosevelt, New York
University of Michigan
RICHARD JAMES BULTMAN,
Phi Alpha Kappa fPresidentDg SAMA
Councilg Galensg Honor Council
TIMOTHY ANGUS BURTON,
University of Michigan
Victor Vaughang The Paeon
CAROL LOUISE CAMPBELL,
Grand Rapids, Michigan
AEI CTreasurer, Vice Presidentj
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ROBERT ANDERSON CRAFTS,
B.A., M.P.H., M.D.
University of Massachusetts
University of Michigan
CLIFFORD L. CRAIG
Grosse Pointe, Michigan
Grand Haven, Michigan
University of Michigan
Phi Rho S1gma CSecretaryj
WILLIAM A. DAVIS,
University of Michigan
WILLIAM W. DAVOLT,
Fort Leavenworth, Kansas
Western Michigan University
Phi Rho Sigma
Nu Sigma Nu
JOEL T. DEAN,
Grand Blanc, Michigan
University of Michigan
V. . WH, J?
DANIEL C. DEBOER,
Grand Rapids, Michigan
Phi Alpha Kappa
PETER W DIELEMAN
Grand Rapids, Michigan
Phi Alpha Kappa
JOHN C. DOELLE,
Grosse Pointe, Michigan
WILLIAM A. DOWNS,
DAVID A. EHRENFELD,
University of Michigan
MARTIN JERRY FELDMAN,
Los Angeles, California
University of Southern California
DONALD CAMERON FINK,
Grand Rapids, Michigan
RICHARD KYLE FOSTER
Lake Orion, Michigan
Phi Chig Glee Club
W. JAMES FOSTER,
Bloomfield Hills, Michigan
University of Notre Dame
Nu Sigma Nu
GARY ELLIOTT FRIEDLAENDER,
Huntington Woods, Michigan
Phi Delta Epsilon CPresident
Secretaryjg Calensg Victor Vaughan
B S M D
Huntington Woods, Michigan
University of Michigan
Phi Delta Epsilon
DONALD STUART FROST,
Clee Clubg AOAg Victor Vaughan
PAUL A. HEIDEL,
Grand Haven, Michigan
Michigan State University
Phi Rho Sigma
JOHN A HENKE
University ofN11ch1gan CFl1ntD
Galensg Christian Medical Society
GEORGE P. HENRY,
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,
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,
University of Michigan
RAYMOND E. HOFFMAN,
Union Lake, Michigan
University of Michigan
Phi Rho Sigma, AOA
THOMAS W. HUTCHINSON,
B.S., M.S., M.D.
University of Michigan
Phi Rho Sigma
w. DAVID JACOBY, JR.,
Bowling Green State University
FRED R. JELOVSEK,
johns Hopkins University
MICHAEL EDWARD JOHNS,
Redford Township, Michigan
Wayne State University
SAMA Council QTreasurer, Vice
Presidentjg Galensg AOA
CHARLES B. JOHNSON, III,
Grosse Pointe, Michigan
University of Michigan
FRANK EDWARD JONES,
Bel Air, Maryland
SAMA Council, AOA QTreasurerj
ANDREA C. JUNGWIRTH,
East Lansing, Michigan
KAREN S. KAMMERER,
JEROME F. KA SLE ,
University of Michigan
CAROL ANN KAUFFMAN,
Pennsylvania State University
AOA QSecretarY75 Victor Vaughan
U M B.s., M.D.
tt ti. .1 ' . . . -
M Detroit, MlCh1g8H
- it University of
S 1i. I L:V,EL:
A 112 'A'
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at SUSANQJ- KENNEPY,
Sault Ste.s1Marie, Michigan
University of Michigan
vtvt - 1
KALLIOPI S. KONTOU,
B.S., M.S., M.D.
Wayne State University
'UN l AEI
ii JAMES STEQPHEN
Princeton Univexjgity N gg
Marygrove College -
Viotor Vaiighaniii m'
e Phi Rho
i flti' N ,i1e.11 . tiigie, .tiittittt ,,st.
iiii etii tiie iiii
B.S., M.D. tfi1 t
Constantine, ' ii
DENIS A. LEBEDEFF,
University of Michigan
PETER A. LEE,
B.A., M.S., Ph.D., M.D.
Dexter, New York
University of Michigan
DENNIS P. LE GOLVAN,
Chevy Chase, Maryland
University of Michigan
Phi Rho Sigma CPresidentj
RICHARD ALAN LEWIS,
Wellesley Hills, Massachusetts
Phi Chi flnreasurerjg SAMA Council
Aequanimilax 7968 fBusiness Managerjg
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
Wayne State University
University of Michigan
BARBA he A gk ib T AAKUKE,
Universl M i ' t
of , W ,
Af Q 'L
Josz t G, MAOIL, ,
Detr A Michigark
5 YM f ,, w
LKWREIGCE F MARSHALL
Flushing, New York-"0
, University of Rochester
SAMA Councilg Victor Vaughang AOA
- 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,
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A M Xwi Y nR rve University
- ALAN K. McKENZIE,
i i B.S., M.D.
Ann Arbor, Michigan
N , xx University of Michigan
Hr H E
IAN, wil. M LEAN,
- BS Mb N5
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THOMAS I. MILLMAN,
,Q University? of Michigan
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BA., M.A., M.D.
University of Michigan
WILLIAM L. MUNGER,
Walled Lake, Michigan
University of Wisconsin
DANIEL A. NAUTS,
Rogers City, Michigan
University of Michigan
Nu Sigma Nu
LANCE E. NELSON,
University of Michigan
Phi Chig AOA
ANDREW S. OGAWA,
CATHERINE McCONNELL OGAWA
Ann Arbor, Michigan
University of Michigan
DAVID JEREMY PATT,
B.s.E. Ch.E., Sc.E., M.D.
University of Michigan
GURDON R. PATTON,
Ann Arbor, Michigan
University of Michigan
NEIL T. PETERSON, JR.,
Grand Haven, Michigan
University of California fRiversideD
Phi Alpha Kappa
ROGER W. PIETRAS,
B.S., M.S., M.D.
University of Michigan
University of Michigan
RICHARD C . POSTMA ,
Grand Rapids, Michigan
Phi Alpha Kappa
New York, New York
University of Michigan
Nu Sigma Nu
RICHARD LOUIS RAPPORT, II,
Nu Sigma Nu CPresidentjg
Nu Sigma Nug AOAQifPresidentj
DAVID W . REID ,
KEVIN DALE REILLY,
l ii, New York
I Fairfieifd University
Nu Sigma Nu
BRIAN ALAN ROELOF,
Michigan State University
SALLY K ROLLEFSON
AEI CVice President, House Managerj
Women s Glee Club
HELEN NOWICKI ROPPOLO
University of Detroit
ALBIN LESLIE ROSE
MARTIN L. ROSSMAN,
Oak Park, Michigan
University of Michigan
Nu Sigma Nu
MARK S ROTH
Wayne State University
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ANDREW W. SAXE,
New York New York
University of Michigan
MICHAEL JACOB SCHERMER,
University of Michigan
Glee Club, Victor Vaughan
HARRY DANIEL SCHLOSSER,
Wayne State UHIVCFSIIV
Phi Delta Epsilon, SAMA Council
JOEL ALLAN SCHNEIDER
University of Michigan
AOA, Victor Vaughan
ROBERT MALCOLM SCHORE,
, , University ofN1ichigan
y y Phi Delta Epsilon
in ,,,, , K A
TERRENCE M. sCoTT,
,ff B.S., M.D.
R Benton Harbor, Michigan
'A g Ai hd flA?fJ.
University of Michigan
Nu Sigma Nu
551-'FREY c. SHOFNER,
ka 3 X San Fernando Valley State College
Nu Sigma Nu
lllll .oll B-S- MD-
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lll S lg
DONALD S. SLUTZKY,
ii of Michigan
JOSEPH HENRY SMITH,
.S jackson, Mississippi
S. Tougagloo College
5University of Michigan
University of Oklahoma Medical School
BA., M.D. . l
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c yfiyt 5 University of Michigan
f ' Phi C e Paeo n ,' A eq ua n im i tas
DOUGLAS M. STETSON,
' University of Michigan
P. DAVID STEWART,
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 -
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g Ohio State Univergity
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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
University of Michigan
'ti' Phi Delta Epsilong SAMA Council
University of Michigan
Phi Delta Epsilong Chairman
Student Research Forum, Lange
Award' Dean's Award' AOA
University of Michigan
PETER HYDE SWANSON,
Grosse Pointe, Michigan
Nu Sigma Nu
University of Michigan
J. PAUL TEUSINK,
Ann Arbor, Michigan
JAMES KENNEDY TODD,
B S M D
Grosse Pointe Park, Michigan
University of Michigan
Victor Vaughan QVICC Presidentj
LAWRENCE W. TRAVIS,
University of Michigan
WILLIAM J. VANDENBELT,
Ann Arbor, Michigan
University of Michigan
Phi Chi, SAMA Council C1967-695
JAMES E. VANDER MEER,
Grand Rapids, Michigan
VANDER VELDE, JR.,
University of Michigan
ROBERT A. WAINGER,
University of Michigan
Nu Sigma Nu
Royal Oak, Michigan
SAMA Council, The Paeon
JOAN PEDDIE WAKE,
E G. WAKEFIELD,
University of Nlichigan
S. WILLARD WALLACE, JR.,
Grosse Pointe, Michigan
Phi Chi QPresiding Seniorj
PHILIP L. WATTERS
Phi Chig SAMA Council
University of Michigan
LOWELL M. WEINER,
University of Michigan
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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
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.
? ll 4451?
A, i f A
I l '
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,
t let ts'
, if ix? fr
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.
5 ' i
at ,,,,V i I A P
if is 1
tj .hi :X
Q N f v Y,
, 4, lv
'iv-ta ' " Z. -mf' i
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.
. I ., I ' I aa
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CLASS OF 197.2
.L x Y
My Q. k J'
P. A. Anderson Mary Appelt T. R. Arendshorst
james Bass Stephen Bauer
4 A an
Ng! A A
W M i 1
G. VV. Baumann
R. S. Aronsohn
0 g -'j1L"'Z '
H. M. Arrington
C. C. Benz
-with . Y'
E. C. Byerrum
C. A. Crehore
,, S lex.,
C. A. Creighton
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.
' , xii:
W? t '
D. R. Chartier
.U 'l0 fe
vi f ff
A . I
Paul Burstein Stephen Burton
. X K
Carol Coleman J. T. Collins
H I M
Lecture E. Med,
12 Lecture Med.Sci. 3330
3-4 Med. Sci. 53330
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:
BIOCHEMISTRY FREE TIME BIOCHEMISTRY
Lecture Med.SCi-3330 Lecture Med.Sci.3330t
f ' ' - - - NEURAL at
FREE TIME Labo ator ' ' ' ' ' ' ' ' ' ' ' ' SCIENCES
r Y MEDICINE s. 6450 Hosp.
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
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 . , ."
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
There was also the basic sciences to con-
tend with, and in something like 40470 less
time than that allotted to previous classes.
, ,., ,
- ' sei
S. L. Giannotta Carol Godoshian
Jay Grekin Steven Gross Robert Gross
Andrew Hauser W. G. Herringa Bruce Henderson
E, H. Heneveld Gregory Henry
I A hh
R. Y. Hertzberg james Hodges
A 4 N .
H. A. Homburger Peter Hooberman
. ' :s'PLf""
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-
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.
- , M
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.
ff W-, Au
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M. N. Lefcourt
I ' ,
D. A. Leichtman
w ' V4 ' '
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.
M. K. McAlvey
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S. A. McCormick
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Keith Miyamoto Eugene Monroe
Carl Passal ' G. A. Perri Gary Pesselnick
A A A
Steven Roberts Davidrkepola
A Q' A
Gerald Rogan Mark Root is lfr
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
v P it . 5 up '
2 S, f
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
vo-gi' i e 5 Y -5,-t x,.,, V 19
" ' 22. L ...
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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 '
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1 1 K V
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.
.4 1' ,gem
L. M. Weisenthal
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Dwight Stauffer ' F. B. Stehmzm T. N. Stephensoh
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G. L. Sternback Kenneth Stiver
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Howard White Alan Wile
Booker Wright john Wright
M. B. Williams
G. C. Whitaker
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james Bonner Stuart Bostrom
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james Bullen jean Carlson
Otorhinolaryngology , a.
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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.
Richard Chesley Richard Cohen
Frederic Collins Lawrence Corey
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-
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-
joel DeKoning Milan Demeter
In 3- , Ku sd
Philip Dennis Dale Derick Ronald Dirkse
A . 3.
Richard Dryer Lawrence Duke Emest Dunn
6 5 Rl
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
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.
Robert Fisher Ronald Franks
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james Freier john Freitas Richard Gaston
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:
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james johnson Stephen johnson Alan jones
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jonathan Katz john Kilian
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Andrew Kives David Klegon
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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.
lr 1 ..-
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
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
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
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
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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-
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
Diane Masters jeffrey Mattes ,
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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
fi Q ., '
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David Ott Gerald Ozanne
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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.
Y :L y 7 iw'
Charles O'Dell Marvin Oleshansky
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2 -5+ 6 ilk?
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
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
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-
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.
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
Aw 5 f
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.
Phillip Storm David Stutz
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
ONTCGENY of the SPECIES
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
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
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
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
-by 'lim Burton Reproduced from The Paeon
l Gerald Tomory
james Torzewski Wayne Trinklein
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
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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.
1 L 2
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im V i n XW,' v", 1 l' it ll' A rl
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qi ,f '74, . L " '
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e Newell Washburn Q W A Fl will
joe Watts Ellsworth Webb
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.
Douglas Wrung james Yeckley
A X 'ir
as I 2
Zibute Zaparackas David Zauel
CLASS OF 1970
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Carol Clayton Stephen Cook
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.
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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
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Ralph Foulke Peter Fujiwara Brian Gersten
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
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
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.
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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.
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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.
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.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
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
on Ixmvunen kenneth Kraemer Rlchard Ixrouskop
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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
X t 9 .
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ames McDowell Mark McGuire
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
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
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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
, ,Kg LJ . . . '
bg, Victoria Nicholas
Steven Newman Frank Opaskar
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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.
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Murray Robertson Ann Rogers William Rosewater
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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
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FIRST ROW-Tom Southwell, joseph Cerny, jack Lapides fSection Headj, David
Skeel, john Konrakg SECOND ROW-Rifaat Dagher, Sahir Cittan, john Hall,
9 .1 1 'L
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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
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
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
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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
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Carol Spooner Stuart Starkweather Mark Stawiski
1. ... ,, V anew
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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-
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-
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-
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
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.
Raymond Weitzman Ervin Wheeler
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Seated left to right-R. Bultman, W. Wright CChairmanj, C. Coleman, S. Chase.
Standing-D. Snook, A. Huellmantel, R. Smith,xI. Pascoe.
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-
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
Norm Berlinger C70D
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,
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
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
I , ,.
' I 1
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.
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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
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.
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
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
A balance of academic stimulation and social vagaries gives every
member the opportunity to broaden his interests and make medical
school life more fulfilling.
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.
W I ,
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
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
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-
Phi Delta Epsilon was founded in 1904 at Cornell
University College of Medicine. Our Omega chapter
received its charter from the national organization in
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
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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.
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
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
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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.
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
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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,
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FIRST ROW-Dan McDonnell QBusincss Mgrj, joe Luciano, jonathan Wright
Qliditorj, Jay Harness, Dave Snook, SECOND ROINfOlaf Lieberg, Bob Williams,
Brian Wakcujoan Wake, INTERFERENCE!Andreajean Wright, 2-UZ.
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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
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
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
MEN'S X 5
MEDICAL XY ' QF. 'X
SCHOOL 2 Y
GLEE I ,
WOMENS 32 it
GLE12 il ' 1
y ' .-H,
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
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-
Gu. - 'J
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
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
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
Q 4, '
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.
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,
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
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.
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.
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.
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
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
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
You may .strive to be like them, but seek
not to make them like you.
For life goes not backward nor tarries
Heather Elizabeth Soronen
E IORS' CHILDRE
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David Scott Watterson
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Karen Deborah Baum
Scott Richard Patton Lisa Kayjones
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RHOIDA R. RUSSELL, AM., R.N.
School of Nursing
4 MIRIAM L. KELLER, M.S., R.N.
A-ll Assistant Dean
LOIS PETT, MA.
Assistant to the Dean
HELEN W. BOWDITCH, M.Ed., B.S., R.N. VERNA D. BARTON, MA., R.N
Assistant to the Dean Assistant tothe Dean
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.
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
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,
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,
To watch you yearning day by day for life.
To help you live, to help you die.
Here am I.
Can I say that there is no more hope for life?
Should I cause you pain and so much strife?
Should I fight till dignity passes you by?
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
With choice reflecting day by day my creed:
To help you live, to help you die-
Here am I.
A.j.N., june 1966
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
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-
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,
PHYLLIS CHADLEYD BAB COCK,
If you confer a benefit, never remember itg
if you receive one, never forget it.
PAMELA CMOOREQ ANDERSON
k MA M
KIOANNE D. CARAMAGNA,
Bloomfield, New jersey
SANDRA QIOI-INSONJ CURRIN
B S N
GAIL A. CROWLEY,
SANDRA CGOLDBERGD DEKKER,
5 is Grosse Pte. Shores
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
SUSAN L. DUMMER,
JANET R. ETTER,
B S N
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IANA K. EVANS,
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SANDRA A. FAUX,
B S N
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IPATRICIA 5. EYRES,
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JEAN E. HANSEN,
PATRICIA G. HICKS,
Compromise is but the sacrifice of one
right or good in the hope of retaining
another, too often ending in the loss
JANET M. HASTINGS,
CI-IERYL M. HIGHT
MARY Fi HOGAN,
SYLVIA A. HOLMGREN
Saginaw A p
Our opinion of people depends less
on what we see in them, than upon
what they make us see in ourselves.
JANET A. HOLLAND,
ELIZABETH A. HUIZINGA,
BEVERLY L. HUNTSMAN,
KAREN D. JENSEN,
DONNA L. JACOBS,
SANDRA K. JOHNSON,
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BARBARA A. LEMLEIN,
Centerport, New York
Wisdom is knowing what to do nextg
Skill is knowing how to do it,
And Virtue is doing it.
KATHLEEN KI. LANARD,
JANICE K. LUCASSE,
ALYCE A. MCGREGOR,
M. KIM MCCARTHY,
Grosse Pointe Woods
MARGARET V. MCKENNY,
FRANCES M. MCCARTY,
LINDA A. MADDOCK,
Fairmont, W. Virginia
PAMELA K. MANUEL,
JULIANNE M. MAIENKNECHT,
ELIZABETH J, MARSH,
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PATRICIA A. PLUM E,
B .S .N.
ANNE R. POTTER,
B .S .N.
ANNE M. RAFTSHOL,
LAURA J. PQPP,
Ft. Wayne, Indiana
RITA JO RANKIN,
Fairview Park, Ohio
JOAN R. REILLY,
Let our teaching be full of ideas.
Hitherto it has been stuffed only
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ANNE L STICKRADT
" 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 CGRIFFITHD SWEENY,
CHRISTINA M. VanBOKKEM,
DAISY E SW EM
Remember, there's always a voice saying
the right thing to you somewhere if you'll
only listen for it.
CHARLENE K. VOGT
PRISCILLA E. T-NIEMI,
KRISTINA QKAYSERJ WEINER,
CYNTHIA M. WAGNER,
SUSAN L. WELLS,
Lockport, New York
LINDA CINGALLJ WEEKS,
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LINDA CFORDHAMD ZALESKY,
CHRISTINE A. ZERBY
Newtown Square, Pennsylvama
DONNA A. FISHER
B S N
GERI L. LaBOUNTY,
B S N.
Class of 1970
Row 1: P. Alsgaard, K. Gaskill, M. King.
Row 2: Fongers, L. Ciofu, C. Vanceahj. Squires.
A P. Alsgaard
1 iw L. Conrad
- 1 N. Hodge
PRESIDENT ........, ....... A IOHN FONGERS
VICE-PRESIDENT ....., .,.... M ABEL KING
SECRETARY .,... ........ P AT ALSGAARD
TREASURER ........ ....... K ATHY MCCARTHY
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
PRESIDENT ............. ........ P AT BRUGGE
VICE PRESIDENT ....... LIZ STOCKWELL
SECRETARY ............. MARY THOMPSON
TREASURER .............................................. .
NIA RGARET STRZELECKI
P. Raymond K
l A L. Hopper
l L ,an
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V. Veale SSV ii
41' wa. sr. fxaewms
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A. Zalewsiki i ,
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
Row l: Gale Anderson, Susan Roznik, Pat Chill. Row 2
-Iudy Simmons, Paula Eberly, Nancy Lcipold. Cathy Coyne.
. - 4.-.k l.
H ,g ,
il' 'g1Qw"- V
K. Rowan ' T. Turner
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
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
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
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.
Books, Books, Books, TS, SB, S, . ."
Pre-classification and Registration
Due for - .Q
an x-ray? L .
E , kt in 1
R Q I it LY E
A day on ii'tt, 1 ' W: 'ii' fi
the Hoof. ,
g'Alas, poor Yorick!"
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gNow for the
embryonic development . .
Sweet Young'I'hings. . .77
MAnd here we have the spleen
wrong test tube! "
R. Packard, B. Sehaberg,
E. Sumpter, L. Hallock,
Not pictured: M. Wheeler
L. Clark, and D. Hall.
Practice makes perfect. uC0me on, it isn't that bad.
-. J. Awrey, U. Muller, B. Horn,
E. Erranle,J. Burke.
Outward, Inward, Eversion, Inversion " Remember: good alignment.
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
g'She,s going to the DR." UNO more empty beds?"
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
4' , f'
E E 49,1
'4Are you damp?'7
A time for teaching A time for talking
Left to right: Miss Schabhuttl, a mother and child, Miss Heermann, Miss
Dorr, Miss Kirk, Miss Clarke, Miss Bedell. CMiss Connoughton not
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.
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.
Organization needed here!
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.
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.
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
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Skill comes with Practice!
you can rest a while.'7
ust one second,
and it will be all over . .
This will help you
to get rid of secretions
ROW I: Cleft to rightj, Wood, M. Loomis, M. Campbell. ROW 2:
Dodenhoff, M. Swanson, M, Harmes.
OVER THE HILL TO
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-
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.
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NURSING EDITOR .....,
ETA It 'f'
f,l-ta' f as 'f in
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
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.
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:
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
35 provide an opportunity for the student to know and understand current trends in his
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
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.
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.
Row 1: Kathy Coyne, Ingrid Alfredson.
Row 2: Jeanne Kassekert, Chris Vancea.
F6 ,, Z
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in 1 ,
i A . f f' , -i1 5
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.
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.
, f I
, , 1
TO THE CLASS OF T969
DETROIT MEDICAL CENTER
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SHOWING WEBBER MEMORIAL ADDITION
A MAJOR TEACHING FACILITY OF
WAYNE STATE UNIVERSITY
SCHOOL OF MEDICINE
HAROLD S. TRICK
Everything for ihe Allwlele
School and Team Supplies
7II N. Universily NO 8-96l5
902 S. Stale NO 8-7296
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
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
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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
During the past year there have been 10,315
admissions, 1,377 deliveries, 37,107 out-
patient visits and 11,096 emergency room
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
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
Congrafulafions and Besf Wishes
Graduafing Class of 7969
The Margaret Shop
-U nifo rm s-
In The Nickels Arcade
CLASS OF 1969
and to the Aequanimitas Staff
It was a privilege and pleasure to make the photographs
521 E. Liberty
used in this book.
Bill and Barbara Toland
centennial was -1969
. , X X. in , X
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Where research marks the path for tomorrow's medicine m
THE CULLEGE LIFE
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
MEDICAL STAFF and AnMiNlsrRATloN
ST. JOSEPH MERCY HOSPITAL
enlarging to a 500 bed
Rotating "9" Internships.
Board Certified DME.
-'?'f'- f 1. ff-H..
'zg ,,i5h:g,ll, ri . E .,, University of Michigan
I -. ' .
I niimmmni i fe: ' ' affiliation.
hai l Residencies:-
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
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
as THE MEDICAL STUDENT
THE MEDICAL PROFESSION
6 S. Universi+y Ann Arbor, M I1
1 235.5 ff
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
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
100 Michigan N.E.
Grand Rapids, Michigan 49503
TO THE CLASS OF 1969
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
9,300 Operative Procedures
I5 Approved Rotating
Types 0, I, 2, 3, and 4
General Surgery, Pediatrics, Orthopedics, Obstetrics-Gynecology
Monthly Stipend and Full Maintenance Including:
Newly constructed 119681, furnishes townhouse-type apartments
Hospitalization and malpractice insurance
Uniforms and their laundering
Two weeks paid vacation annually
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
For additional information:
Robert M. Nicholson, M.D.
Associate Director, Medical Education
Harold E. DePree, M.D.
Director, Medical Education
Washington at Fifth
QUALITY PRINTERS Washtenaw at Huron Parkway
Stad P I
A A b
With Good Wishes
MEAD JOHNSON LABORATORIES
ROBERT L. WILSON
26 GOG OW OUEARDOANNARO CG 805
T I ph 6769-1666
EDWARD W. SPARROW HCSPITAI.
BEST WISHES TG THE
CLASS OF 7969
THE QUARRY INC.
212 S. Wagner Rd., Ann Arbor
Medical Equipment and Instruments for:
0 Medical Students Hours: 7:30-5:30
O Physicians Monday through Friday
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.
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
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
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
M UNT CARMEL
MERCY HOSPIT L
Fully Approved Hospital - 559 Beds
Affiliated with the University of Michigan Medical
24 Rotating Internships
Fully Approved Residencies in Medicine, Surgery,
Obstetrics and Gynecology, Pathology, Radiology
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
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
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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
Good Luck Grads
The Location is Beautiful
The Service is Excellent
ANN ARBOR The Price is Right
999 Island Drive com, NO 5433:
NATIONAL BANK Sz TRUST
COMPANY OF ANN ARBOR MEMBER FDIC
Nine Convenient Uftices Serve You
The Coronary Care Unit-The
latest in Intensive Medical
A 335.5313 lr 3r:f'2r:iifii'M ii C
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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
The Latest in Surgical
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
ACTIVE TEACHING PROGRAM
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'
4160 JOHN R ST.
30 APPROVED INTERNSHIPS
Approved Residencies in-
Obstetrics and Gynecology
tral Unit. The Northwest Unit
with 447 medical-surgical-
obstetrical beds is located in one
of Detroit's residential areas.
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
DETROIT, MICHIGAN 48201
CODE 313 831-5800, EXT. 322
PHARMACY JACK D. OAKLEY, c.L.U.
727 North University A Prescription for Doctors
in Training and Practice:
Ann Arbor Michigan 66 9
Complete Line of Drug Needs
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
the Staff of the
thanks the advertisers
in this section
for helping to make
this yearbook possible.
I o ra e in . . by
TE STREET I ANN ARBOR, MICHIGAN 48104
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
DIRECTOR OF MEDICAL EDUCATION
705 COOPER STREET
SAGINAW MICHIGAN 48602
Lih g phd USA.
ST MARY s HOSPITAL 52294512222
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