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

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Lewis R. Stowc, D.D.S. Professor of Dentistry Stomatology m Education in the Division of Stomatology is directed not only to the recognition of diseases but to the acquisition of knowledge regarding their natures. Here, therefore, a stu- dent is not only encouraged but is required to apply the knowledge obtained from his basic science courses. The oral cavity and its contained structures are governed by the same physiologic principles as the other systems of the body. Signs of generalized disease are often first de- tected in the mouth since oral tissues are readily susceptible to systemic disturbances. It has been commonly observed that persons suffering from generalized debilitating disease often manifest related abnormalities in the mucosal, gingival and supporting bone tissues. While disease primary to the oral cavity is common and in itself responsible for severe suffering, it seldom is a threat to life itself. A notable exception, however, is the occurrence of malignant disease in the mouth. Recent figures reveal that three per cent of all deaths due to malignant neoplasms are the result of primary involvement of mouth structures. Dental teaching has expanded over the years. The de- velopment of new techniques, while creditable, will not entirely enable the practitioner to meet his responsibility to his patient. The teaching of the Division of Stomatology attempts to correlate the instruction given in the basic sci- ences with that in other divisions of the dental school and thereby bring about a better service for the patient. The time for formal instruction is short. Surely one cannot hope for all the answers for it is beyond the power of the faculty to provide them. Rather emulate Oliver Wen- dell Holmes who, while a student, wrote, My aim has been to qualify myself not for a mere scholar, for a follower after other men ' s opinions but for a character of a man who has seen and therefore knows; who has taught and therefore arrived at his own conclusions. Dr. Lewis R. Stowe ( ■■ Edward V. Zegarelli, A.B., D.D.S., M.S. Assoc. Prof, of Dentistry Jack Budowsky, D.D.S. Asst. Clin. Prof, of Dentistry Ferdinand A. Tuoti, D.M.D. Asst. Clin. Prof, of Dentistry 4 V Ida M. Golomb, D.D.S. Inst, in Dentistry - John D. Piro, D.D.S. Inst, m Dentistry Evald Lindcr Inst, in Radiology Jesse L. Lefcourt, D.D.S. Marcella Halpert, D.D.S. Clinical Assistant Clinical Assistant Lawrence Heiman, DX .S. Clinical Assistant 4 — u Joseph Serio, D.D.S. Clinical Assistant Lawrence Daum, D.D.S. Clinical Assistant Eugene M. Tedaldi, D.D.S. Clinical Assistant 14

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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

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Saul Schluger, D.D.S. Assoc. Clm. Prof, of Dentistry Leonard Hirschfeld, A.B., D.D.S. Asst. Clin. Prof, of Dentistry Periodontology Lewis Fox, D.D.S. Asst. Clin. Prof, of Dentistry Melvin Morris, B.S., M.A., D.D.S. Asst. Clin. Prof, of Dentistry Robert Gottsegen, A.B., D.D.S. Asst. Clin. Prof, of Dentistry Jack Alloy, D.D.S. Inst, in Dentistry Ellen N. Hosiosky, D.M.D., D.D.S. Asst. in Dentistry w Bernard H. Wasserman, D.D.S. Asst. in Dentistry Seymour Algus, D.D.S. Asst. in Dentistry W f Frank E. Beubc, L.D.S., D.D.S. Clin. Prof, of Dentistry The aims and purposes of teachers of periodontology in preparing students for dental practice, differ only in subject matter from those of other departments in dental schools. The graduates should be men with high professional atti- tudes and standards, with a basic knowledge of the art and science of dentistry. This concept is the hope of every dental faculty. Adequate training in the fundamentals of periodontology, however, is not given at most schools. This is based on a recent survey of undergraduate courses at dental schools in the U.S.A. and Canada. The highest num- ber of teaching hours in periodontology was 350, and the lowest 20. The average was 113. This is a small fraction of the total clinic and lecture hours assigned to all clinical subjects. Some periodontal courses, such as at Columbia, are adequate in content, but insufficient clinic time is allotted for students to grasp and apply even the most fundamental preventive and treatment procedures. This abbreviated in- struction can only result in a poorly trained general prac- titioner, because every case he treats requires some phase of periodontal treatment planning. It is unessential and improper distribution of teaching time to have students overly trained in some aspects of dentistry, by inserting repeated amalgam and gold restorations, a goodly number of crown and bridge units, and several dentures, and be incapable of analyzing and prescribing for the common occlusal and periodontal problems. If dental schools desire to give the student, the most im- portant person concerned in our teaching, an adequate dental background, then the curriculum for clinical courses must be critically reviewed, rearranged and sufficient emphasis given to periodontology. When the foregoing is accomplished, the graduating student will be more integrated and rational in his thinking and treatment of patients seen in his dental practice. Dr. Frank E. Beube 15