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

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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

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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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' m Joseph Schroff, B.S., M.D., DD.S. William Can- Prof, of Oral Surgery The aim or purpose of the Oral Surgery course is to develop in the student a proper appreciation and under- standing of the diseases that are prone to occur in the dental field. Some of these diseases may be produced entirely by local factors, whereas others may be local manifestations of systemic conditions. Before the doctor undertakes the responsibility of treating the patient he must first determine this fact. Diagnosis, however, is more than the mere determina- tion or labeling of the disease. When differentiating one disease from another a comprehensive appreciation of all the fundamental biologic factors that produce disease, together with a thorough understanding of the patho- logic phases of all diseases, is essential. In what phase is the disease of the patient at the time of examination? Patients are mainly interested in being relieved or cured of their complaint or symptom. However, the doctor ' s responsibility goes beyond that. The ultimate aim of diagnosis is proper treatment. Before one can treat, one must know not only what to treat, but how best to treat the patient at the time, after considering all pertinent facts in the light of the medical history and general physical findings. The sur- gical procedure is emphasized constantly. Knowledge of the limitations of each procedure or modification of procedures is essential. Of greatest importance, however, is the doctor ' s knowledge of his own experience and limitations. The patient ' s welfare is paramount. This is the profession ' s only reason for its existence. The sur- geon cannot escape his responsibility. Thus, in any individual case, the doctor, in order to assume his full responsibility, must have a thorough knowledge of diseases that includes not only the eti- ology, symptomatology, pathology and treatment, but also its complete life history, so to speak. Our design in the Oral Surgery Department is to provide you with a basic foundation — principles, if you will — on which you may continue to build during the remainder of your entire professional life. Dr. Joseph Schroff Oral surgery William J. Savoy, Morris Fierstein, D.D.S. B.S., D.D.S. Assoc. Clin. Prof, of Assoc. Clin. Prof, of Dentistry Dentistry Alvin S. Nathan, D.D.S., B.S.,A.M. Assoc. Clin. Prof, of Dentistry T. Mitchell Bundrant, D.D.S. Assoc. Clin. Prof, of Dentistry Fred Rothenberg, D.MD., D.D.S. Asst. Clin. Prof, of Dentistry Robin M. Rankow, D.D.S., M.D. Inst, in Oral Surgery Boaz M. Shattcn, D.D.S. Kourken A. Daglian, Inst, in Dentistry D.D.S. Inst, in Dentistry Stanley S. Heller, D.D.S. Asst. in Dentistry Henry Almquist, D.D.S. Clinical Assistant Salvatore P. Gulli, D.D.S. Stanley R. Sadies, D.D.S. Clinical Assistant Clinical Assistant 16