Eastern Virginia Medical School - Yearbook (Norfolk, VA)

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WHAT DO X OU DO WHEN h gh physician f p pl ? h'gh k p t travel h d d f 1 f d d h p 1 tract enough int d d pl h ff h gh pp rtunities for phy h d ? THE DO-IT-YOURSELF CREATION OF THE EASTERN VIRGINIA MEDICAL SCHOOL THE MEANS TO A BEGINNING' dedicated to those who believed in the HIMPOSSIBLE DREAM

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We dedicate this book to those individuals responsible for the founding of our medical school and who remain concerned for its continued support. We acknowledge those who envisioned a school in Tidewater over a dozen years ago and who have by their persistence made its realization possible. We appreciate the efforts of the area physicians and health professionals who have volunteered their time and talents to us and to the school and have created an exceptional educational environment. Finally, our gratitude to all the citizens of Eastern Virginia who support our institution and who will continue to benefit in an increasing degree with its presence. The Graduating Class 1976

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The difference that a medical school makes in the quality of health care in a region is staggering, it is most easily seen in the number of available physicians. In 1960 the ratio in eastern Virginia was 86 practitioners to 100,000 population. In the area around Richmond, site of the Medical College of Virginia, it was 183 per l00,000g around Charlottesville, home of the University of Virginia School of Medicine, 281 per 100,000. The impact on the availability and quality of health care is obvious. Eastem Virginia is an area of approximately 6,000 square miles containing about 28 percent of the state's population. Its largest city is Norfolk and as a medical trade area it includes northeastern North Carolina. It did not in 1960, and does not today, have enough physicians to adequately care for its 1.3 million people, but the odds are getting better. Since the Eastern Virginia Medical School was established in 1973, there has been a considerable increase in the number of practitioners, currently 116 per 100,000. In the nine months from November 1974 to August 1975 alone, there was a net gain of 85 physicians in eastern Virginiag 35.570 of the gain for the entire state. In fact, a medical school itself is only the tip of the iceberg in the health care benefits it can bring to a region. Events of the past years have clearly shown that the heretofore separate worlds of patient care and medical education must come together. Rising costs, demands for more health services and the now recognized inter-depen- dence of these worlds make necessary their uniting in a single system. When properly seated, a medical school becomes the core element for better programs of premedical education, graduate medical education Qinternships and residencies in hospitalsl as well as for continuing education of practicing physicians. The interweaving of these programs with the ways of providing medical care to people creates entirely new mechanisms in which health education and health care strengthen and improve each other. On September 24th of this Bicentennial year the Charter Class of the Eastern Virginia Medical School graduated. When the 24 students entered in 1973, they found themselves in a ten year old, four story building that had been used as a domiciliary and teaching facility for a Licensed Practical Nurse program that had been phased out. Senior faculty offices were in hastily partitioned apartments where bathtubs were being used for book and equipment storage. Junior faculty space was anywhere room could be found for desk, chair and filing cabinet. By contrast, the students moved in relative luxury with newly built study carrels, renovated lecture halls and a lounge magnificently appointed through gifts of furniture. As formal classes began, renovation crews were still wiring and painting some laboratories and shelving was being installed in the library. What may appear to be poor planning was really the result of an incredible success story in the establishment of a private school of medicine despite seemingly insurmountable problems in raising S15 million in private contributions, obtaining state and federal support and in gaining accreditation. As a demonstration of faith justified, formal permission to accept students came only three months before classes began. In this age, when medical schools are usually established as part of a state university by legislatures spending tax dollars, the EVMS is unique in that it was created by public subscription. The only known instance in the United States, perhaps the world, where citizens donated the millions needed to bring together teachers, researchers, administra- tors and the equipment needed for a medical school. And, through that Medical School began a series of changes that greatly improved the quality of their health care. The clinical base for a medical school fthe place for bedside training of studentsl had been rapidly developing through the early 1960's. The Norfolk Public Health Department had opened a large new headquarters near the area's biggest hospital. Within a year, a 100 bed childrens hospital and a physicians office building housing 100 practitioners opened in the same area creating, for practical purposes, a medical center. Of the approximately 5,000 hospital beds in eastern Virginia, more than 1,200 were available for teaching through the cooperation of hospitals and physicians. Ultimately, a consortium of community hospitals in seven cities became the operational substitute for the traditional university hospital. Vigorous support from leaders in the business and professional communities and the endorsements of local and state medical societies became a call for a medical school as a means of improving health care services. The State Council of Higher Education studied the possibilities in eastern Virginia and reported that a medical school was not only feasible but desirable since it could be the focal point of a third major medical center for the state, attracting physicians and providing more educational opportunities for Virginia students. However, along with that solid recommendation there was an observation that since Virginia was already supporting two state medical schools with general tax revenues, it was appropriate that the proposed school be constructed and operated with private funds. In other words, It's a great idea, but you'll have to do it yourself. Members of the state legislature from eastern Virginia were quick to respond. Even before the Council's report was formally delivered to the Governor in January 1964, a bill keyed to its findings had been drafted. By the time the legislative session ended, the Assembly had passed and the Governor had signed a bill creating an Authority to create a private school of medicine. The enabling act provided no funds and, perhaps because of this, gave an immense range of powers to the newly created Norfolk Area Medical Center Authority. In six pages the bill empowered the Authority to plan, design, construct, remove, enlarge, equip, maintain and operate medical educational institutions, medical and paramedical facilities, together with related and supporting facilities and to do all things necessary and convenient to any of its purposes. That included the right of eminent domain, the right to charge and collect fees for services and facilities, accept loans, grants or assistanceg and borrow money and issue bonds. The act also empowered any municipality in eastern Virginia to cooperate with the Authority in virtually any way it wished. Health officials, educators and planners