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

Page 28 text:

When Dr. judge was a high school stu- dent, he was told by a counselor that he had a low and advised that his aspirations should not be too great. Fortunately for him, his patients, and the many students he has taught. he chose to ignore the advice and has plugged his way through medical school. intership. residency, etc. Today he is a well-known cardiologist and medical educator, Students encounter Dr. judge in their freshman and sophomore years when he lectures on cardiology in Clinical Medicine and physical diagnosis classes. He is consid- ered by them to be one of their best lectur- ers. His lectures are well organized. infor- mal presentations. This approach allows more student participation, and creates a closeness with students. He seems to be

Page 27 text:

V. 1 ii ,. 1 Q l ' Eltiiiffiii 1' it 1, f 2 1 -.113 1 l.:jq.f'f W' . . ' ' tw- tw J ffaggwf if 4 W 1' KZ :m ul ,Q gig Pe '13 N, Q Qtfwfz-A i A graduate of University of Michigan Medical School in 1942, Hinerman returned a year later as an Assistant Resi- dent in Pathology determined to improve the level of instruction at Michigan. He has dedicated his career to this goal. .X member of many committees, Dr. Hinerman was Chairman of the Committee on 'tm-hing Policies and Practices which organized the first teaching institute ever held hy the University of Michigan Medical School in 1958. These institutes are now held annually to discuss methods of improving and modernizing the Medical School curric- ulum. It was partly through the efforts of these institutes that the curriculum change was effected for the class of 1971. At present, Dr. Hinerman is Professor of Pathology and Medical School Counselor from which he continues his efforts to help the students in any way possihle and improve the quality of education at the University of Michigan Medical School. -lJaz'e.S'nr1ok

Page 29 text:

stimulated by his subject matter in turn stimulating his audience. It often appears as if he is talking to each student individually. Compared to most other lectures, his are unon-academic and practical. He stresses principles rather than urat facts, and fre- quently utilizes practical examples for illus- tration of a point. VVhen students know Ur. judge is speaking, attendance swells: his lectures in Clinical Medicine have attracted over 7506 of each class. He tries to put himself in his students' shoes, believing that this will enable him to be a better teacher. This task is made easier by recalling the long years he spent in classes 'fpluggingw toward a supposedly impossible goal. He first became involved in a major teaching program at the U. of M. in 1959, Richard D. -judge, Associate Professor of Medi- eine Bom May 5,1925 BS., Purdue M.D., Northwestern University Intern, Resident at University Hospital, Ann Arbor Galens Shovel in his first year as an assistant professor, when he was picked as a moderator for a medical TV series. One might suppose he was selected because of his background in electrical engineering, but this had no bear- ing on the appointment. The post was bestowed upon him because of his reputa- tion as one of the worst hams in the vicinity of the Medical Center. Since then he has maintained an interest in medical television and has written articles on the subject. Dr. -Iudge is best known to students for his interest in physical diagnosis. He first became interested in this course because of its intrinsic importancef' and because he felt it was a grossly neglected part ofmedical education in general. He feels that medical students go through a basic psychological change when they advance from the basic sciences to the clinical years, and that this is an important transition period. He stresses that there are no B. C,'s in the doctor- patient relationship, and that some students falter when self-evaluation must be substi- tuted for a grade incentive. Other students blossom at this point in their medical car- eers. When Dr. Judge first became involved with instruction in physical diagnosis he felt that it needed better organization, better correlation between the basic and clinical sciences, and a better textbook fumost phys- ical diagnosis textbooks are ancient litera- ture. j No one else seemed interested so he took over the course. Physical Diagnosis. a textbook coauthored with Dr. George Zui- dema, evolved from their conversation about 19th century textbooks. Dr. judge has no specific philosophy of teaching, but does try to keep several ideas in mind. He believes a teacher should strive to know a student's feeling about things. and to listen to the student when he speaksfl He feels it is important for the student to be allowed to 'fcommit himself' without fear of debasement. Most impor- tantly, the teacher should be a model for students to identify with, and should show a genuine interest in them. 'Brian lVake S .1 . f