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

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,Z , , ..,. , G ?,.,E,gS?' , 5 . 3 x 1 . , WB. , , Q QE- at , 9 W 9 ' iv a ' 2 P O l , i '7 I FIRST ROW-john Voorhees, Alvin Niemer, Cara Doane, William Taylor, E. Richard Harrell fChairmanj, Arthur Curtis, fProfessor Emeritusj, Albert Wheeler, Gerald Stoker, Florante Bocobog SECOND ROW-Thomas Kohn, Andrew Rudolph, Lucius Earles, III, Melvin Lavine, Larry Millikan, Richard Zuehlke, Howard Dubinhlames Wilkins, Richard Castiello, Patrick Murphy, Fernando Botero. fl 'Q' sf T z t if ,Sw 1,gffwNX kk,. tti' E MXX ,gx-iTyf,?i4.1'x-, s-QA fd A' or wif it 1 , t ,nf kt , f W f it 1 David Hammer james Hannum Lloyd Helder 4' '1?' Ax Wallace Hodges Anesthesiology s - .t P Jlvf, t t I . In FIRST ROW-Orestes Martinez, jay Finch, Georgine Steude, Roben Sweet, fChairmanJ, Naty Yu, Thomas DeKornfeld, Ikbal Singhg SECOND ROW-Ronald Lutz, Jerrold Utsler, Zofia Iohannsen, Sandra Gomez, Ingeborg Dorostkar, Irish Crisanto, Mary Mafee, Vita Pliskow, Freder- ick Brosch, Sam Carter, THIRD ROW-Adolfo Lopez, James Scharphorn, David Wright, Dennis Harvey, Thomas Corbett, Alan Stoddard, Richard Merkle, Dong Soo Han. yi- R g ,+, s s 1 .gk Q 5. MW.-NA - W ., ,LV .1 ' I T ., ,,v, i

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e f i - . t r l t 2'- -I 3 2'- E'- ' 1 ' in A sua l ff? gy james Gosman proper laboratory sheets. Morning rounds give the student an opportunity to give a five minute concise dissertation on the informa- tion gathered, and then to gather in pearls of wisdom from the faculty rounder on the disease process or physical findings. How- ever, as likely as not this will be a sterile exercise, with the student left little wiser than before by his mentor, No other being but the M3 can stand quietly for four hours enduring morning rounds, watching the professor examine each new patient in silence, and answer questions from the number of glomeruli in the adult male kidney to five triads featuring splenomegaly. And then from morning rounds to early afternoon x-rays, an exercise in which the student with a good knowledge of anatomy and a quick imagination can excell. The M-3 on medicine by necessity becomes an expert in the workings of a hospital. He quickly learns how to arrange appointments for his patients for major laboratory procedures, and learns how to ferret out the results after they are com- pleted. fThese results are reported faithfully at evening Hslip roundsf' with a grunt often being given in return.D The M-3 is the best educated but lowest paid messenger that the hospital has. He also becomes a walking telephone directory, having learned all the telephone numbers of all the labs. 126 I Robert Greenberg Arthur Gulick james Hall N 4,

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im 1 .juniors have the opportunity to spend a portion of his medicine rotation at the Vet- erans Hospital where he becomes a special- ist in pulmonary diseases or to Wayne County General Hospital where the food is free and clean white short coats are provided gratis. Because ofthe heavy patient load and limited staff the junior at Wayne County is allowed to perform more medicine proce- dures and is able to follow his patient more closely than at the University Hospital. Yet the most gratifying aspect at W.C.G.H. is that you are considered as being a member of the medical team, not just another damn student getting in the way. Yet thekjunior begins to learn what medi- cine is all about, the devotion, the hours spent in attempts and with frequent suc- cesses to overcome the disease process. Death is a reality with which few students were previously acquainted and now becomes a reality. No matter what or where he experiences his medicine rotation he generally learns enough to at least pass the exams. Stuart Houser Gerald Hoyt What is the general mood of the medicine rotation? Little further comment need be added to that above. Juniors learn some- thing of medicine in one way or another-some few even have a good time at it-but for most the mood is one of pressure, anxiety, frustration at too much time spent with too little learned, and often depression about archaic forms of education, which seem to exist not so much by intention as through neglect. 128 David Kinser David Kahn . .3 K Louise johnson