Duke University School of Medicine - Aesculapian Yearbook (Durham, NC)

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. J [oseph E. Mark.ee, Ph.D. Assistant Dean in Charge of Admissions of balance although the advantages of flexible emphasis from year to year among these programs is obvious to all concerned. I would repeat what was stated last year with greater vigor, that medicine is so well de- signed and now so much part of the modern world, that the studious and well motivated physician can be William M. Nicholson, M.D. Assistant Dean in Charge of Post Graduate Education guaranteed a rewarding life experience in any aspect of clinical or laboratory medicine and in any environ- ment of his choice. I therefore so run, not as uncertainly; so fight I, not as one that beateth the air. Again I say, good luck to you all. —Barnes Woodhall, M.D. William P. J. Peete, M.D. Assistant to the Dean Richard A. Bindewald, A.B. Assistant to the Dean ihn teen

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Barnes Woodhall, M.D. Dean of the School of Medicine During these past twelve months, this graduating class of medical students and 1 have been students to- gether. The President of Duke University will pre- sent their degrees shortly after I have testified publicly that the faculty of the School of Medicine considers them individually qualified for that degree. This ancient and honorable distinction demands a strong sense of the value of continuing education. Both these students and the Dean may be widely separated ge- ographically during coming years but they will be united in this single purpose. Medical education continues to be buffeted by the changing storms of categorical research emphasis, the need for teachers to teach medicine, the search for qualified students, the structuring of multi-curricula pathways ranging from community hospital externships to the clinical investigators program and the need for financial resources to guarantee neither economic nor intellectual segregation for these and other pertinent issues. Enthusiasts rightfully display the advantages of each course of study. The basic issues resolve them- selves into the ability of the Medical School to develop the potential in each student and to insure the quality of each program the student may choose. This grad- uating class has demonstrated mature judgment in career appraisal and the Medical School has sought to both advise and design appropriate channels of con- tinuing study. Neither student nor school appear out ADMINISTRATION Commuter on Health Affairs: Left to right, seated: D. U. Tosteson, J M.irkee L R Clark F G 1 1) T Sn A. M. Jacobansky, J. L. Callaway, N. F. Conant; standing: L. B. Hohman, P. Handler, b ' . Woodhall J S Harris ' C Frenzel, E. A. Stead, Jr., W. P. J. Peete, C. E. Gardner. Jr. ith, H. twelve

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A ■ E. Marker, Ph.D. Chairman J Traditionally the entering medical student ' s first in- troduction to medicine is through the study of anatomy. Here he learns facts and principles which he will use throughout his association with medicine. As befits such an important subject, anatomy in its various ram- ifications occupies more than half of the first year stu- dent ' s time. The student works in the laboratory doing gross dissections and studying the microscopic structure of tissues for much of the first three months. Audio- visual aids are used to supplement this work. Among such aids are colored motion pictures demonstrating dissections, closed-circuit television, colored lantern slides, and embrylogic and neurologic motion pictures. Many of these audiovisual aids are produced h ere by the Department and are used in many medical schools other than Duke. With the cooperation of the Depart- ment of Radiology, the student has an opportunity to Department of A7 [ATOMT ' The convolutions of Convolvulus The structure of the . . . pelvis maybe compared with that oj a box. fourteen