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

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Wliere experimentation is so in vogue the following section should be no novelty, for it is simply an effort to provide a more personal glimpse of medical educators than yearhoolts usually allow. There are no traditional group pic- tures: the art and skill of teaching are, after all, not achieved en nzasxe. Hope- fully, what has been learned here is in large measure associated for each student with several men, whom he has found to emhody those qualities which set aside a teacher. The succeeding pages carry the photographs and essays of a few such men, only a few and not all. In trihute, then, to the role of teachers and teaching is this section meant, and even more: as an expression of concern that respect for the transmission of knowledge and those who teach not he lost in a frantic race for an ephemeral Reputation. twelve

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DEDICATIO The dedication of this yearbook to Dr. Francis Bayard Carter is not made on his interest in teaching. Nor on his facility as a surgeon and physician. Nor on his generosity. And not even on his relationship with his patients fwhich dt-:Fines the word rapportj. The dedication is not made on the basis of any one of these, but rather on the combination of them all. It is tribute to a person who has managed to be a doctor, a teacher and a human being and to achieve excellence in each aspect. It is said of Dr. Carter that he once Went to address an alumni group and when he had Finished, no one was sure what it was he taught: history, medicine or philosophy. The demands of medicine are rigorousg to be something more than a competent doctor requires determination. It is good to know that among the practitioners of medicine there are still some who can be called learned men, some Whose vision has a measure of breadth, as well as of depth. Such is the basis of this dedication. eiezfefz

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OFFICE OF THE PRESIDE Three problems connected with medical education have long interested me-the control, the quality, and the cost, both to the school and to the individual. ll' given ample support with a broad base, each school, re- sponsible to the public which supports it, will be assured of control of its educational program and will be able to solve its problems in the way best suited to local con- ditions. The opportunity thus provided the schools to compete for excellence is the best guarantee of pro- gressive improvement in quality. Support for medical education now comes from tuition, endowment income, gifts from many sources, government grants and, in case of state and municipal schools, tayes. The percentage differential in cost between a good and an excellent medical school may not be great. Theree fore members of the medical profession have an unique opportunity, hy financial support well within their re- sources, to improve their own school, and thus obtain refiected prestige and professional standing. Further- more, hy repaying after graduation no more than costs of their own medical education over and above tuition, they can contribute to its excellence, assure its freedom, reduce the costs to students and increase their own enthusiasm and responsibility for their profession. Their contributions can be made at a time when their earnings are highest and costs after taxes are least. Thus, the medical profession can undertake the best possible pro- gram of public relations by manifesting its interest in better medical care and by assuring a continuing and ample supply of well trained physicians. This program of educational giving, to me, seems the best possible defense against government control of medical educa- tion and government controlled socialized medicine, both of which could lead readily to mediocrity in medi- cal training, scientific discovery, and patient care. Students who now attend Duke University can be- come soon a part of such a program already in opera- tion, having been initiated by the clinical stafif in iovgi with the organization of the Private Diagnostic Clinics. Already the staff, through the clinics, has contributed much to the development of a superior medical school. Originated during the depression with the objective of coordinating studies on patients who presented difiieul- ties in diagnosis and permitting all necessary studies within the patient's ability to pay, these clinics have been expanded to include all private patients coming to the Hospital. Operated voluntarily on a cooperative basis , W' ' M 4-,V 1, 711 - n, ci f' Amy. bfi . lt 5 i :yy , O . 2 I mf. , .ff Mw4 i DR. HART by all members of the clinical departments, with pooling of resources, they have been used to build a better Medical Center. They have supported a variety of activities including expansion of the clinical teaching staff, research, development of new fields of activity. acquisition of needed equipment, and construction of buildings for teaching, research, and patient care. Additional funds supplied by you after graduation. for fellowships, scholarships, student loans, professorf ships, or preferably for unspecified purposes. will be used to aid medical students and graduate students of the future and to build for superiority at Duke on the solid foundation of an already existing school ol' excel, lence. Generous financial effort on your part will be of great value to you as well as to the L'niversity. Your continued close relationship and partnership with your Alma Mater will produce a sense of pride in being an integral part of future developments and will result in greater enthusiasm for your profession. .Xt the same time you will benefit from improved public relations and from greater prestige reflected by the high standing ol' the school of which you are a product, and to whose excellence you will have contributed. IDERYL H.xR'r, BLD. I're51'fz'e12t of the U111'zfe1'51'Iy Professor of Surgery thirteen