Drexel University College of Medicine - Medic Yearbook (Philadelphia, PA)

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JOHN C. SCOTT, PH.D. Professor and Chairman 2 A ' x THE TEACHING OF PHYSIOLOGY The great English physiologist, E. H. Starling, has been credited with the saying that, the physiology of today is the medicine of tomorrow. So rapid is the advance of knowledge today that we might paraphrase the above statement by saying that the physiology of today is the medicine of today. ln- deed advances in either field are frequently inter- dependent. From the teaching viewpoint a close relationship exists with Biochemistry in particular but also with Anatomy and Pharmacology. The bound- ary lines of each discipline are ditticult to establish and may be determined arbitrarily to meet the re- quirements and special interests of each department or school.

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I v L I ' 5 5 L. CHUNN, M.D. Remember it this way. The lin- gual nerve threw a curve . . . P ' I r, ,. I lsn'I il a riol, Kathy? Wharlin's Duct said WHATII Tell us that mnemonic about the lingual nerve again, Dr. Crouse xx ze

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The physiology department in this institution is organized along lines found in the majority of medi- cal schools in the United States. The principle teaching objectives of this depart- ment are: T. Presentation of essential basic facts. 2. Presentation of basic principles which ex- plain functional relationships. 3. Introduction of modern methods for acquiring physiological knowledge. 4. Development of critical thinking habits. The objectives as listed above are not inde- pendent in actual teaching practice nor are they necessarily stated in the relative order of im- portance. Basic and essential facts must be kept to a mini- mum otherwise the students' energies are wasted in the accumulation of knowledge, which has little meaning to him and which is soon forgotten after examinations are over. Fundamental principles tie the basic facts together and make meaningful an otherwise unintelligible mass of information. A grasp of principles and an understanding of relationships is a great source of intellectual satisfaction and is an effective stimulus to further effort on the part of the student. Most of us are over impressed by the printed word. lf it is in a book it must be correct. The course in physiology if given in the first year provides a splendid opportunity to develop the habit of critical evaluation of current knowledge. Laboratory experi- ments demonstrate the difficulties in reproducing physiological responses to controlled stimuli. The habit of following the progress of some subject, of special interest to the student, in the current periodi- cals, soon demonstrates the limitations or arbitrari- ness of the text book presentation. The attempt to evaluate conflicting evidence is the very basis of scientific thinking and critical judgment. The devel- opment of this trait marks the intellectual growth of the student throughout the four years of medical training. What are the best methods for obtaining these objectives? In the past decade much research in medical school teaching methods has been under- taken. Opinions concerning methodology still differ widely. Given adequate equipment, a well informed and enthusiastic instructor will stimulate the student's interest in the subject regardless of the methodology he employs. Once this has been achieved the course work becomes an experience of mutual satisfaction to the student and the instructor. JOHN C. SCOTT, Ph.D. Professor and Chairman IP, . ff? A BA ...Q 'X .I Nj v- js , S 'sfk . 5- nl s -7' t .. nt 1 uf' Q 1 I C N ' ..--.. 5 ,L.,,,. ff' P WE. Wow-D HAVE. oese swap THE c.wxANce.s IN FKCTSDN POTENTTALS ANI: KE PDL-.ARl LR'TiON QF THE NYONEUPRL 3'unc.'rioN5 IN RESPoncS To A No-MouS STWW'-U5 000030 Dos oseog 27