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

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FOREWORD More than four years ago we. as college students. applied to the medical schools for admission to their class of l966. We were asked a great many questions by the representatives of these institutions. but none was more frequently asked than Why do you vvant to be it physician '. ' It is doubtful that any of us can as yet fully ansvv er this questtong and. indeed. many of us feel that the answer is now more illusive than ever before. Each of us did possess an intense desire to become a doctor of medicine, and we felt fortunate to gain acceptance into the class's four year journey through the labyrinth of medical education. Novi. as we pass through the desired exit from the maze. we feel that our reasons for becoming physicians. whatever they may be. have been based upon sound foundations. because they have met the test of many challenges for several years. We receive the hard and implacable jewel with the feeling that it was worth the climb . And for the rare opportunity to become a doctor of medicine. we shall forever be grateful to Hahnem- ann. Even so. while gazing at the long-awaited view and feeling grateful for the chance to do so, one is annoyed to realize that, invaluable though the jewel may be. the price at times seemed unnecessarily great. Why did we have to run a maze at all'? Why couldn't it have been more like an association of scholars - or at least as dignined and enjoya- ble as postgraduate education in other disciplines? Why was so much time wasted in required. non-enlightening curriculum? The faculty claimed the responsibility for how. when, and where learning should oc- cur and imposed rigid restrictions upon our time. The final respon- sibility for knowing, however. could rest only upon each of us as indi- viduals. So often, it was harder to satisfy the prescribed time-table of leaming than to know the material to be mastered. In fact. mo often the two situations were contiicting or even mutually exclusive. Accepting the responsibility for the education of medical students must be an awesome burden. As a consequence, a seemingly logical means of assuring that students are at least exposed to the vital infor- mation would be to require a strict schedule of attendence to lectures. conferences. laboratories, hospital rounds. night and weekend duty. pa- tient work-ups, and frequent examinations. This should help sig- nificantly to relieve the anxiety of the teacher who assumes the respon- sibility for educating medical students. Unfortunately. education is basi- c.tllt. .1 sell-ltttjittstwl ptttcess '-'-hlcl. . t stovvcd bu others lver'. -tudcrt '. iifcs tlcetls lt' cievtile lit the tell lwfitls tli. hosptt.tl. .ind tttitsl have .tltc-.idx devel-t ll.ll3lls .ts undcrgr.tdu.ites bitch sttitlents . w t ' - enough to segregate their tinic. catch .itci-rttir. s l one sttident lectures .irc not as good .is ft ni the lectures vsere t.ilsen lor .inotlier .1 st.: . more lasting impression than .in iinperstni. te'-,t I tcndanee register increases the lc-.irning gotential til i If one gives an individual the responsibiliti. oi pairs. goal and then tirustrates him by dittating .i tzzxc scl ee: his individual capacity lt' achieve this lotta stu., .md i' poses his personal vvhim .is ac'rttert.1 tor progress 2 as vt: individual quite naturally vievvs stlcll tttlefleteticc' rs- vi nt.-' J t rc. volently intended. as ignoble t'litl'-ird lurner has succirctl-. s' -1.-J ' prevalence of such .in .ittitude thusly' The personal image as a member of the 'noble' pr.-iession. . image so vividly portrayed for Us during our freshman indoctrin.n.t has not developed in us yet. perhaps because '-ve were taught other than nobly. perhaps because vue evperienced too little oi thc art of medicine. or perhaps because our medical studies were not done at an institution with centuries -- long tradition unmarred by conflicting practices and philosophies, Time is on our side. fortunately: and as the many trivial grievances leak out oi our care- fully developed memories. as the good Hahnemann pliysitiaris .ire remembered with gratitude long .ifter the not-so-good .irc forgotten. and as vve learn that vue compare vscll 'sith our Dccrs vvit studied in heavily endowed halls of ivy. our ni-ble inriee '.v1L' .i an due Proportions. Already. we have begun to preferentially recall that which vv.is good and the l966 Medic has chosen to applaud the valuable rather t?z.ir. tt decry the mediocre. ciettffc' fr CNVL f '.ttl' t t ,.. ' 4 'l. I I Summer Street Wm. Penn-Philadelphia City Hall from Nursing School Plan

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