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

Page 11 text:

Often students will be critical of their clinical teaching because it fails to give them a complete sense of security when they look upon all the areas of clinical practice. Again, the conception that graduation from dental school insures com- petence in clinical practice is a delusion. The clinical teaching in the undergradute years can only hope to provide a foundation upon which experience can bring forth competence. The idea that specialization in a profession can be achieved in undergraduate school is held only by dentistry. The clinical practice of dentistry has changed through the years. More is expected of the practitioner and yet the available hours for clini- cal teaching in the undergraduate schools have de- creased. Unless the student and the school accept the fact that clinical teaching must be directed towards fundamentals rather than detail, clini- cal teaching will become a reflection of faculty competition for student time. The schools, stu- dents and the profession must come to the real- ization that dental education does not start and end with a four year course in a university dental school. Dental education starts in the university school and it ends only when the individual practitioner decides that there is nothing more for him to learn. This decision can reasonably be made only at the conclusion of a full professional life. It is the responsibility of the schools to plan the beginning of this long range program. It is the responsibility of the schools and the pro- fession to provide ways and means to continue this education and it is the responsibility of the undergraduate student to realize that the accumu- lation of knowledge will not stop and wait for him to catch up. Complacency, intellectual lazi- ness and short cuts have no place in genuine professional education. Dr. Maurice J. Hickey, d.m.d., m.d. Prosthetic clinic session finds seniors engrossed in various phases of oral rehabilitation. Dr. Hunt demonstrates the fundamentals of cavity preparation.

Page 10 text:

Dean Hickey, faculty and students listen as Paul Duboff points out significant case findings at a bi-monthly clinical pathological conference. dents ever realize their own responsibility for their education? How many students ever realize that the biological sciences are as fundamental to their professional education as their clinical courses? With the preconceived idea of dentistry carried by the entering student it is little wonder that the science courses are all too often merely hurdles that, if successfully crossed, lead to clinical dentistry. If this concept persists, it represents the failure on the part of the school to create in the student the full understanding of the depth of his profession. It is a faculty responsibility to guide the thinking of the entering student so that he may come to understand his own responsibility. The student should not be expected to blindly accept the statement that his curriculum is carefully planned for his needs. On the other hand, the student should be guided in his education and he should not expect to be led by the hand. The very fact that the volume of knowledge far exceeds the available time in a four year curriculum places directly upon the student the responsibility of dental practice. The student who expects the parts of his curriculum to fit like a jigsaw puzzle and spell out the word dentistry is lacking in intellectual curiosity. The student who fails to look upon each new course as an intellectual experience designed to further his professional education is cheating himself and his profession. He is denying himself the self-satisfaction that comes from self-improvement. responsibilities m dental education

Page 12 text:

Our dedication ..%, H , A quarter of a century has passed since this man, newly graduated from the University of Pennsylvania with the degree — Doctor of Dental Surgery — joined the faculty of our Alma Mater. First as instructor, then assistant professor and now as an associate professor, he has served under the administrations of five deans. For six years he directed the dental clinic of the School of Dental and Oral Surgery. Our class has met him formally in two aspects of our dental education — clinical and theoretical. In both these areas he has displayed the knowledge which can come only with rich experience, as well as the ability to teach with clarity, enthusiasm and wit. These are qualities greatly appreciated by any student body. Despite his busy teaching career and active practice, he still finds time to participate actively in the functions of several professional societies. No doubt his ability to carry on so many ac- tivities so well is due to his unending search for the most efficient and practical way of doing things. This is certainly a practice that he heart- ily encourages in his courses. Our relationship with him has always served to make us strive to better ourselves as professional men and as human beings. It is hoped that this special place we have given him will, through the years, con- stantly renew our aspirations to practice better dentistry. It is for these many efforts, services and inspiring teaching that we dedicate this yearbook to DR. IRVIN L. HUNT, JR.