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

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ANATOMY The Anatomy Department has twin objectives: scholarly achievement and instruction in all phases of anatomy. Scholarly achievement is secured by investiga- tions by the staff, graduate students, and some special students. The teaching program is the primary respon- sibility of the department and this requires nearly 5,ooo hours time altogether by the members of the Anatomy staff. The teaching method used most extensively is indi- vidual contact with the student in various teaching lab- oratories, particularly gross anatomy, histology, and neuroanatomy. As an extension to this elbow teach- ing, use is made of varied audiovisual aids including brochures, lantern slides, overhead proiecturals, motion pictures, and television presentations. The latter two are used more extensively at Duke than at any other 'Qin-nga., 'Mun DR. EYERETT DR. MARKEE school's Anatomy Department. These aids are employed both to elucidate concepts and to illustrate these concepts by appropriate examples. Throughout the course in anatomy, special attention is paid to both basic anatomy and to its relationship with applied anatomy. For example, roentgenographs, dis- cussions of clinical applications, and patients themselves are presented at appropriate times during the course of study. This diversified approach to the teaching-learning en- vironment provided to the individual student by the Anatomy Department leads to a pleasurable reward for the staff. In this way, we strive to give students, with very different strengths, backgrounds, and problems, the maximum opportunity to achieve the high potential they bring to Duke University Medical Center. Iosiaifii MARKER, Pu.D. fjhtlllfliltlll of thc' 1JC'fJLlI'l!71C'l1l ftznzcu' H. Duke' l,l'0fC'550I' DR. PEELE DR. I-IETHER1txc:ToN DR. DUKE th irreen

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OFFICE OF THE ASSISTA DEA To the Senior Class: Au revoir and not goodbye,' We are especially proud of the record of the Class of T64. You have reached this tier in your education suc- cessfully and with a sense of responsibility. The acquisition of the ancient and honored degree of Medicine Doctoris elicits a curious mixed emotional response from the recipient. lt is the climax of eight years of a hard. yet exciting, higher educational process. lt is also the passport to a lifetime dedicated to the im- provement of the multifaceted health problems of our fellow human beings. Most of you will be handling the sick individually, some of you will be looking at the collective ills of mankind, while still others will be seek- ing to improve man's lot through teaching and research. Unlike the days of Moliere in the 17th century when in his farcical play, Le Malade lmaginairef' he ribbed the physicians of his day for resorting to the only two methods of therapy available then-g'Seignare et Pur- garef, you will have at your disposition all of the modern tools of diagnosis and treatment. But forget not your ears, your eyes and your hands. Despite all the com- puters and elaborate laboratory tools, your own senses still provide you with eighty per cent of the tools necessary to cope with man's diseases. ln shedding your student coats fand the controversial name badgesj you are also acquiring a new set of re- sponsibilities. Perhaps the most important of these is the dedication to a life-time of continued self-educa- tion. Following varying lengths of internships and resi- dency training, you still have the obligation to keep up with the vast amount of new knowledge being created 1 . DR. ANLYAN by geometric progression in the biological sciences. Thus, it is hoped that you will never completely sever your umbilical cord with your medical school. The library, the faculty, and the administration stand ready to serve you hereafter. Though the names of the principal actors may change, there is a certain immortality in a first rate medical school such as ours. You have earned a life- time membership on its roster. One of my distinguished predecessors obviously dis- played great wisdom in placing QOZ5 of our medical students in the upper one-third of the class. There is more truth in this than meets the eye. Your record this year in obtaining first-rate internships with lifty out of seventy-one graduating seniors obtaining their hrst choice would lead me to say that 9o9Q, of you have obtained an fConzz'nz1c'4I' on page lgjj twelve

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BIOCHEMISTRY In concert with all other departments in the Medical School, this department has been heavily involved in planning a new curriculum. Until the day that such a completely overhauled curriculum can be inaugurated, we shall continue to engage in serious self-study and to experiment with our present program. Two principles seem paramount in this endeavor. CID Biochemistry is no longer an isolated discipline nor an exercise in blood and urine analysis. It is the language of biology and the only available intellectual framework for understanding of all living forms-in- cluding man. It is our obligation to provide a grasp of this language and its conceptual framework. Once so equipped, the student is in position to grasp much which comes later in the curriculum-and which will be revealed by research during his lifetime. In this sense, it is almost a cultural course which is offered, a position which can be taken only in the full confidence that many of the preclinical and clinical faculty to be encountered later in the curriculum are fluent in this language. The biochemistry faculty has become inured to the recurrent, What has all this to do with medical practice? If it is irrelevant, then surely mankind is doomed ever to live under the threat of the same diseases which now take so heavy a toll, and medical practice must remain as frus- trating as ever. If it is relevant, as we fully believe and frequently demonstrate. one day medical practice will he far more rewarding than is presently the case. And it is our task to prepare for that day. Accordingly, our emphasis must remain on fundamentals: others who follow will reveal the utility of the clinical chemistry laboratory. Czj The experience of the student in the biochemistry laboratory must he designed to illustrate how biochemical MQW'-Ns-. My DR. BYRNE DR. THIERS DR. HANDLER information is gathered-not to illustrate or prove the notions discussed in lectures or conferences. If this hope is to be realized, the 'cookbook' must disappear, the Work must seem more like real investigation, and the tech- niques used must be as sophisticated as possible. To this end, as rapidly as possible the laboratory experience is being remolded. For next year, each student will engage in only four or five units of work, each requiring four consecutive days for its accomplishment. New ap- paratus will be introduced, several entirely new ap- proaches attempted. And, as this year, the ratio of students to staff in the laboratory, at almost all times, will be about ?i:r. This is an ambitious, and expensive program. Hopefully, a year hence, next year's class will think it has been worthwhile. llut they cannot really Ignozu this for many years. PHILIP H.XXDLEIi, Pii.D. Chairman of fflf' Dc'pr1rZmc'nl lame: B. Duke Professor DR. MCCARTY fourteen