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

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Carl R. Oman, D.D.S. Professor of Dentistry Dental education is becoming an increasingly complex process as evidenced not only by the expansion of the dental curriculum — but by the greater needs of today ' s graduate being familiar with the signs and symptoms of general systemic diseases. Often the dentist can be of help to the physician in first observing conditions in the mouth which may indicate need for treatment by the physician. The public health picture is strongly focused on mouth diseases and diseases of dental origin. Economic high- lights slanted toward dentistry demand that workers should not be obliged to lose time away from their regular employment because of dental neglect or dental failures and faulty treatment. Prevention of dental ills is an integral part of the public health program. The mastery o f fine technics and the development of the skill of execution is of the utmost importance in the educa- tion of the dentist — the major portion of the student ' s time is thus occupied. New devices, instruments and materials must be evaluated in the light of the dentist ' s need for these very important accessories. The needs of the patient are ever changing as he ages — from childhood to the period when all teeth have been lost. The dentist must be trained to care for all of his pa- tients, whatever the situation may be. This is the responsi- bility of dental educators. We are attempting to do this to the best of our abilities. Along with this, we must aid the student in developing judgment, that he may apply his newly acquired skills and knowledge for the benefit of his patient. In the main, the journey from the freshman year through the intervening years to the climax of graduation is a de- lightful experience and all too short. The eagerness of the student to learn makes the role of the teacher or instructor a pleasant one indeed. An inspirational teacher can and does pass on to the student some of his motivation for the per- formance of dental service. Entering in practice, the complex nature of comprehensive dental treatment is a challenge to the young dentist, to his ingenuity, skill, judgment and knowledge. The responsibility of the dental school to its graduates is here faced with its greatest test — the mirror in which is reflected the success or failure of Alma Mater. Dr. Carl R. Oman Operative dentistry Irvin L. Hunt, Jr., DJ .S. Edward A. Cain, Jr., Assoc. Prof, of Dentistry B.S., DX .S. Assoc. Prof, of Dentistry Harold Sherman, B.S., D.D.S. Asst. Clin. Prof, of Dentistry William H. Silverstein, D.D.S. Asst. Clin. Prof, of Dentistry Joseph E. Fiasconaro, B.S., D.D.S. Asst. Clin. Prof, of Dentistry Joseph M. Leavitt, B.S., D.D.S. Asst. Clin. Prof, of Dentistry William Miller, D.D.S. Inst, in Dentistry Herbert P. Fritz, D.D.S. Inst, in Dentistry fSLiil Stanislaw H. Brzustowicz, D.D.S. Inst, in Dentistry James Benfield, DD.S. Steven Scrivani, D.D.S. Inst, in Dentistry Inst, in Dentistry Kenneth C. Deesen, Irving J. Naidorf, D DS. Gerald H. Bescn, D D.S. George Lyons, D.D.S. D.D.S. Asst. in Dentistry Asst. in Dentistry Asst. in Dentistry Asst. in Dentistry

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Faculty

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Prosthetic dentistry Robert E. Herlands, A.B., D.D.S. Assoc. Prof, of Dentistry Max A. Pleasure, D.D.S., M.SP.H. Assoc. Cltn. Prof, of Dentistry John J. Lucc a, A.B., D.D.S. Asst. Prof, of Dentistry Louis A. Cohn, D.D.S. Assoc. Clin. Prof, of Dentistry Howard A. Arden, B.S., D.D.S. Asst. Prof, of Dentistry George W. Hindels, M.D., D.D.S. Asst. Clin. Prof, of Dentistry Louis A. Saporito, D.D.S. Asst. Clin. Prof, of Dentistry George Schwendener, D.D.S. Inst, in Dentistry Sebastian A. Bruno, D.M.D. Asst. in Dentistry SlX Ennio L. Ucccllani, D.D.S. Asst. in Dentistry Joseph C. DeLisi, D.D.S. Asst. in Dentistry Joseph Randi, D.D.S. Asst. in Dentistry f £ Gilbert P. Smith, D.D.S. Profetsor of Dentistry As teachers of Prosthetic Dentistry, we have the respon- sibility of training dental students to perform sound resto- rative dentistry. This involves a thorough understanding of the biologic values as well as the technical aspects of a com- prehensive dental treatment. Throughout this educational process the Division of Prosthodontia tries to stress the im- portance of basic sciences in this relation. Students are taught to recognize that in crown and bridgework the health and well-being of surrounding and supporting tissues are in- fluenced by mechanical factors such as the fit and contours of the individual restorations. In full denture construction great attention is directed to the physiology of the oral cavity and to the maintenance of health and function of the as- sociated tissues. In partial denture construction biologic prin- ciples are adhered to in creating restorations that preserve the remaining teeth, their investing tissues, and the tissues of the saddle-bearing areas. If this basic knowledge is as- similated by the student, his education in Prosthetic Den- tistry might be considered successful. Such knowledge alone, however, would be of little value if it were not converted into satisfactory clinical results by means of adequate techniques and digital dexterity. This might be likened to football — one may be thoroughly con- versant with the rules, strategy and technique of the game but may not possess the physical stamina or motor coordina- tion to actually play the game. Another may be physically equipped to play the game but not have the mental capacity to appreciate the strategy involved. Neither makes a good football player and, as in Prosthetic Dentistry, we do not want a player who only talks a good game or a player who carries the ball superbly but in the wrong direction. It is the purpose of the teacher of Prosthodontics to develop a student who not only knows the why of a good restora- tion but can produce the how. May the Class of 1955 play the game well and with integrity. Dr. Gilbert P. Smith