Columbia University School of Dental and Oral Surgery - Dental Columbian Yearbook (New York, NY)

Page 13 text:

HENR SACK DUNNING, D.D.S., M.D., U.S. Professor of Dentistry ADOLI ' H BERGER. D.D.S. William Carr Professor of Dentistry JOSEl ' H SCHROFF DOUGLAS B. PARKER FRANCIS S. McCAFFREY SAMUEL BIRENBACH R.s . M.D.. D.D.S. M.D.. D.D.S. B.S.. D.D.S. D.D.S. Assoc. Prof, of Dentistry Assoc. Prof, of Dentistry Assoc. Prof, of Dentistry Asst. Prof, of Dentistry KENNETH F. CHASE JOSEPH L. McSWEENEV ALBIN R. SEIDEL D.M.D. D.D.S. D.M.D. Instructor in Dentistry Assistant in Dentistry Instructor in Dentistry V. A. STEWART, |l ROM R I H . NORTHROP A.B.. D.D.S. D.D.S. Instructor in Dentistry Instructor itt Dentistry

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ORAL SURGERT Dentistry has been marked by notable advances during this generation. Unmeasured advantages have been effected in the educational system with the elimination of the proprietary schools and their affiliation with universities; improvements and in- novations have been made in materials and tech- nical procedures; research and scientific study of the pathological conditions of the teeth and the oral region have become more intensive; a closer co- operation with medicine is being progressively de- veloped in a formal and informal way. The tempo of these advancements during the past three decades were accelerated by the vaguely but long recognized fact, that the teeth from the standpoint of function and their diseases, present important health problems which are social in im- plication and national in scope. This recognition is rapidly leading to reorientation and a truer eval- uation of the services rendered by the dental pro- fession. We are impressed with the rise in our educational standards, the new approaches in research, and the new vistas in social and medical relationships. It is also gratifying that in recent years dentistry has been the recipient of philanthropic benefactions in an unprecented measure. We are justly proud of the perfection of tech- nique achieved which may be regarded as an es- sential prelude to a maturer development of den- tistry. This was probably overemphasized, so that we grew inured to the concept that biological er- rors may be remedied or cured with technical and surgical means alone. The fallacy is advanced repeatedly that the bio- logical approach may have a stunting influence upon technique. The truth is that in minister- ing to ailments, when biological laws and physio- logical needs are ignored, the best technical or surgical procedures alone will fail. Ampler medical training and knowledge should prove beneficial in dental practice. In all profes- sions some activities require more of a certain type of knowledge than do others and individuals will utilize the knowledge derived from the same teach- ing, in keeping with their needs and capacities. Furthermore, we must not assume that dental prac- tice will remain static or fixed. Trends in research, in educational preparation, in dental and medical literature reasonably suggest that changes will come. Research has introduced more rationalized meth- ods in dental education and practice. Research is not confined, however, essentially to the microscope. Clinical research and its scientific interpretation plays a most important part in the treatment of the ill. Oral surgery has been devoted through the years to this form of usefulness and activity. This spe- cialty and the individuals therein have done con- siderable spade work in the integration of dentistry into medical institutions and medical conscious- ness. One of the important stepi in advancement which resulted, is the introduction of dental in- ternes and dental departments in the best healing institutions. Such early missionary work led to a better mutual understanding, cooperation, recog- nition and respect between the two professions. You gentlemen of the graduating class are enter- ing upon the practice of your profession at the threshold of a new era. Opportunities are open to you in abundance, to choose where you will. All of dentistry offers fertile fields for improvement, investigation, research and service. I have merely struck some keynotes, leaving it to you to work out the melody. I hope that you will learn to view your profes- sion in its infinite amplitude; that you will foster and maintain an unswerving allegiance and devo- tion to the profession which assures you a coveted standing in society; gives you the means of earning a respectable livelihood and competence and while so doing, the opportunity to dispense benefactions to your fellow man; of rendering service which makes the recipient healthier, happier and better fitted to meet the world and life ' s problems. I hope that you will enjoy and realize all this good, through a higher, a professional life in dentistry. ADOl.PH BERCER. D.D.S.

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LEROV L. HARTMAX, D.D.S.. Sc.D. Professor of Dentistry It is inevitable that the preponderance of the work performed by the dentist, and particularly the young graduate, is Operative Dentistry. It is in this field that he must be capable from the very outset. With this idea fully in mind the operative division has endeavored to ensure in the graduating student a complete familiarity with the technical problems, and an understanding of the rationale and philosophy of this phase of dental practice. The student begins his course in operative den- tistry in the second year. At this time he is fully versed in dental anatomy and histology and has had small experience with hand instruments. It is the first aim of this division to begin the real de- velopment of that essential digital dexterity. This same nimbleness of finger and ability to coordinate will be each man ' s priceless tool throughout his practice. Gold foil restorative work is then the first tech- nique taught and practiced. This is presented first not simply because of the profound belief in the utility of that material but because of the exacting technical skill required in its management. A man who is capable of working with gold foil is dis- ciplined technically to the highest degree and is ready to learn to work with other materials. At the same time the sophomore is made familiar with dental nomenclature, instruments, materials and procedures. He is introduced to the dental disease known as caries, its recognition and the best means of dealing with it. He is instructed in the essentials of cavity preparation and the appli- cation of these principles on large and small scale models. OPERs TIFE DENTISTRY With the coming of the junior vear the student is coached in actual dental work in the clinic. He is first taught the use of the rubber dam in a rigor- ous practice period while he becomes familiar with work at the chair. He begins in the actual that ever fascinating art of restoring lost parts of vital teeth. He accustoms himself to working in a confined area, where accessibility becomes an important fac- tor and where he must be able to use the mouth mirror with skill. The lectures during this year are of a different nature. The theories of oper- ative practice, its philosophy, its guiding rationale are emphasized so that no act is performed which is not understood. With the senior year the student approaches the time when he will practice dentistry on his own responsibility. Every effort is made to simulate the conditions of his future practice. He is given work of all sorts to do; anything that lie might be con- fronted with in his own office. He is taught root canal therapy. His lectures are in the nature of a discussion, an interchange of ideas, with the final aim the development of the ultimate requisite. judgment. What do we hope to have accomplished in you who are graduating? We feel that you are able technically, that you can perform the acts which your understanding and intelligence dictate. We feel that you will weigh your deeds maturely. Finally we hope that you will have pride in Your achievements, a striving towards the highest qualit) . We hope and feel that these things are so. LF.ROY L. HARTMAN, D.D.S.