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

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SUYDAM OSTERHOUT, M.D. MICROBIOLOGY, MEDICINE . . . the desire to serve, the egotistical aspects of medicine, and the fascination with the search for new truths. The request for an essay on a philosophy of medical education and practice was an in- teresting one because most of us have such philosophies but few of us, myself included, have crystallized our thoughts to the point of putting them down in black and white. Be- cause of the limitations of space, I would briefly like to touch on three aspects of such a phi- losophy. These three aspects are the desire to serve, the egotistical aspects of medicine, and the facination with the search for new truths. This desire to serve is an old Judo-Christian tradition which may be summed up by asking yourself when you go to bed at night, Have you done anything to make this world a little bit better place in which to live? Teaching Cand this includes rearing a familyj, assisting in the care of the sick, and the search for new truths is one way to try to answer this question in the affirmative. Lest we get too starry-eyed about this idealist aspect, one should look briefly at the egotistical side of medical education and practice. Al- though this aspect may make one feel uncom- fortable, it should be recognized that teachers Cand all physicians are teachersb derive con- siderable satisfaction from being the source of knowledge and help to others. In addition, one cannot ignore the egotistical aspects of a physician's social and economic standing in a given community. However, one's hat size should not shrink too rapidly if one can honest- ly admit that the answer to many, if not most questions in a given day is, I don't know. This leads to the third area, which is the fascination and excitement of the quest for new truths. If one has a continuous desire to try to find out the answers to such questions, life cannot help but be interesting. In this line, it is well to remember that a highly-educated man gets his thinks from somebody elsev but an intelligent man makes up his own thinks. It is hoped that physicians and teachers will strive to strike the proper balance between education and intelligence. os9::.L.aJ- twenty-nine IE f

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That is the background responsible for the Duke character and fame. And how gratifying it is periodically to exchange with the grad- uates Hung far and wide those pleasant memo- ries of medical days. These exchanges have essentially become a trade-mark, one incident- ly, that is often the envy of medical colleagues who studied elsewhere. Take this heritage with you and carry it to greater heights. Use your Duke background as the fulcrum for sound progress. Be critical, but understanding, be skeptical, but receptive to change and innovation, be provocative, but not punitive, strive always to excite your col- leagues, never to incite them. Distinguish critically between growth and development and understand the basic differences between big- ness and greatness. Those who choose the role of practitioner of medicine accept the greatest challenge of all. It is diiiicult to administer to the sick, to help the infirm, to comfort the bereaved and to guide the confused. For those who do it well, there is the reward of personal satisfaction A major point of self-orientation toward medical education is the realization that the process of learning never ends. The true stu- dent of medicine sees the satisfaction of self- education from the enjoyment of learning new facts and evaluating these in regard to their potential practical application. The student and material success. The teacher-investigator- academician also plays a complex role that car- ries with it grave responsibilities. Truthfully, there is no choice between the various disci- plines of teaching, service and research. It is to no avail to disparage one or the other. There is but one choice-excellence in all. Bring the disciplines into balance so that each may flourish, and there can be no doubt about a great future. It is for you to accept the challenge, meet it without fear, and turn the turbulence now about us into a meaningful, productive, order- ly discipline of progress and change. Good luck! 1 If X I fly MADISON S. SPACH, M.D. PEDIATRICS The true student of medicine sees the satisfac- tion of self-education from the enjoyment of learn- ing new facts and evaluating these in regard to their potential practical application. who develops habits of self-education which are not dependent upon outside stimuli and pressures is indeed fortunate, as this will in- sure continued interest and work at learning long after medical school has been completed. There can be no substitute for hard work, for only through this can the individual achieve his potential contribution in such a demanding field. Thetmajor satisfaction achieved by striv- ing to be a better student and a better practi- tioner of the art of medicine is derived pri- marily from the fun of the work involved, rather than from recognition by others of the individual's contribution. In medicine, a job well done is truly its own reward. MW twenty-eight

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,Qi i 3 ' k - 1. 7, f- I ' a sa , .V 'T is - iii 7 iw. As one who characteristically demands . . . the facts . . . from students, it behooves me to refer to my comments herein as some facts of medical life rather than philosophies. It is difficult to distill to several hundred words the content of informal discussions with students, much freely verbalized hallway advice, and tangential and aside comments in lectures. However, from these, four major themes emerge which develop chronologically. The decision to enter the field of medicine commits one to an unusual personal dedication, not to one's own progress and achievement, but rather to the total health welfare of others. This commitment includes times of marginal economy, long hours of physical labor, social and personal pressures, and a life of discipline with a grave, incessant responsibility for doing good work under all sorts of conditions. This requires, at the very least, the effort to attain excellence and the honest desire to perform to thirty CHARLES E. MENGEL, M.D. MEDICINE Perhaps the most important goal during the med- ical school years should be cultivation of the desire and ability to consider with great care that which is known and that which is not, and to further call into sharp focus one's own grasp of concepts and ideas, in essence, the habit, the effort, and ability to get the facts K a process often precipitated by the wager of a nickelj. the very best of one's capacity. One willing to accept this responsibility to the best of his capabilities will perform optimally in his work and achieve a true sense of personal satisfac- tion and pleasure from his input. The health field has become an increasingly broad one with no absolute glory attached to any area or level. There are now, more than ever, unlimited op- portunities from which to choose. The major diversities in careers usually relate to differ- ences in character rather than intellect. How- ever, the input into the total system, whether directly at the bedside, in the field on an epi- demiologic survey, or in the laboratory study- ing premature senescence of red cells, is ulti- mately directed toward excellence in medical care. The medical school years prepare the student to think and act like a physician and serve to alert him to the types of problems he may e'n- counter. In addition, they should provide bases