Kansas City University of Medicine and Biosciences - Stethoscope Yearbook (Kansas City, MO)

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r. f' f- 1111, Q1 , STEOPATHY is one of the newest members of the medical family: the only American-born branch of medicine. Its growth, particularly in the past ten years, has been phenominal. Because it is a compara- tive newcomer, being founded in 1892, many persons today are not yet acquainted with the practice of osteo- paths. Contrary to popular opinion, osteopathic physi- cians and surgeons are not bone specialists, as the derivation of the word might suggest. In 1892, Andrew Taylor Still, M.D. decided that the treatment procedures of his day were inadequate and by vigorous efforts, established the American Osteopathic College at Kirks- ville, Missouri, and introduced his principles which are still applicable today: l. The body contains the capacity to heal itself 2. Structure and function are parallel 3. Proper circulation must be present for efficient function of body parts. The manipulative procedures utilized by osteopathic physicians are designed to fulfill the concepts listed above, as an adjunct to drugs, surgery, or other indi- cated treatment of the various diseases. Osteopathic and allopathic tM.D.l educational pro- grams both operate four-year programs, which must be preceded by four years of undergraduate work and a B.S. or BA. degree, with exceptional students allowed to matriculate after three years of college. The following courses must be included in the pre- med curriculum: inorganic chemistry, organic chemis- In the last two years toward clinical material: acute infectious diseases disaster medicine hematology obstetrics differential diagnosis surgery ophthalmology otorhinolaryngology proctology radiology endocrine and metabolic diseases clinical allergies pediatrics clinical practice the courses are directed psychiatry diet and nutrition peripheral-vascular diseases body mechanics anesthesiology urology gastro-intestinal diseases respiratory diseases neurology psychotherapeutics dermatology gerontology medical jurisprudence orthopedics public health The senior year is spent gaining practical experi- ence in hospital duty including medical, surgical, pediatric, obstetrical, psychiatric and out-patient clinic duty, directed toward family care. The curricula of the two schools of medicine are identical, except that osteopathic students spend about 100 extra hours per year in dealing specifically with osteopathy and its techniques. To fulfill graduation requirements the osteo- pathic student must spend 6224 hours in class averag- inq 479 hours per quarter. Both osteopathic physicians 5 . W Oiiirmfflir-l' l i?'l'T'il Wifi Wills: rlhiilnllli-W -lb' H N3 : wlh'7t?:l:J'l'i-N Lqgiffi J1infl2j'1:+i 1,14 11117-iz: Flip ':'Q'.s:'g2: '.-1?-lj:-Ing :iff V 23111: mi -1.-,lf'l1I13 241, 2 l 5'1,1J'l'l Yulit il -ml i 1g- ,:ll:l1,:f'5-' 17- :'V1 -gr IJWV' T ',.lt.n!: K 1' i'-'l ,r -'ip' l l A l lily-lfw'12: fn- .1 .HA ,519 1 -1 -Vfllfllfl -JH t ,'g3 f':Y:l111i3ojV: -2:11:17 1. 1 '1.w1 - 1 1 cut.. 1 ..1 , , l i 1 . ...Wiki 1 1 :A vi' W 4 ,pg g,,.1y 1 ,rf silt: Ha: L ,UINZU :-,W ty My X, K 1 J zu vi-3':i'g:.,1Y:t-fi 1 i L 1E1 X LM J . , U. 1 ,QV , X w-Wlvel -'yt-1:19. 1 l 'f'f1'1 'li',lt'A l l 'i.'5 11f1f' I l l ,. vi 1' 11' I , .1-ei'-1 . 2.1.,.1i ' l --'11-it--tif 1 I '-1-1 .UQ-,llilz 1: 3 .nllm-Et 1 I-.z-111:11 -1- 1 W 1 1 . . S I'-'11 1 l r -tf, nm L ,tex-.mu-. xr:-,fit-,Q-.QJ11-:fy -W Y ' 4 1 '311f' l N D-,g,1.tf.gl1x-H1 3' 1'-' ...if 1 t l 5 mit 1 ., .1 , Osteopathic colleges also offer introductory courses to: obstetrics physical medicine gynecology osteopathic fundamentals and techniques oncology

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WTO Be more like a review of anatomy but obstetrics lectures and a week of observation have made you feel like an expert. You only wish that you had taken psychological testing before you took the tests. You are glad to learn Osteopathic technique at last, but at first, your class- mates seemed to be more in need of adjustment after you finished practicing on them than to begin with. As the end of the second year nears, you fill with a mixture of panic and excitement. You will spend 5 weeks this summer under the supervision of clinical instructors. BUT, what do you say to a patient? lust how much stethescope tubing should protrude from your clinic jacket? How do you explain what Student Doctor or Extern means so it sounds like you know something? As your first O.B. patient advances, you may begin to hope she will be a month late, to give you a chance to read the book for the llth or 12th time. Then she calls you at 3 A.M. You rush to the hospital and before you know, you have delivered your first child. It all seemed unreal. Like your first kiss: after it's over, you don't remember much, but you do know you want to do it again. The beginning of the third year arrives. Afternoons in the clinic follow lectures all morning. You wonder in endocrinology, haematology, neurology, respiratory disease, and infectious disease, whether or not they now expect you to be treating white rats and why you hadn't studied this disease before that patient came in last week. As you study eye, ear, nose and throat, radiology, orthopedics and surgery, you wish for more time to read all the things you are excited to know. In psychotherapy you realize that there is hope for you after all. And in diet and nutrition you ponder just what the fibre content of English Walnuts has to do with the practice of Medicine. Ever growing is your anticipation of the 4th year with its rotating services in the hospitals and clinics. As you start on Medicine, you're suddenly aware that your dream is about to come true. You really will be a Doctor. You actually can apply some of your knowl- edge to human beings. The first day in surgery, you decide you may have to be carried out again, but you survive and even begin to cut sutures correctly. Perhaps you may even get to do a tonsillectomy or help with an appendect- omy. On clinic, you rotate through the different depart- ments. One day you want to be an EENT specialist, the next week a Gynecologist. But after 13 you are again content to be a G.P. Of course many of your classmates will be going on to residencies after their internships. As you leave for your 4 weeks at one of the state mental hospitals, you are sure that either they will keep you, or that you will be done away with by some violent patient. Next comes QB. service. Even after delivering 3 or 4 of your own patients in your junior year, your A Doctor The Surgical Suite heart still flutters each time you witness the miracle of the creation of life. You wonder if the mother could possibly be as thrilled at the sound of crying as you are while giving the helping slap to the little infant. Then the banquets begin. The organizations you had managed to find time for all gather to wish the future doctor well. Then graduation night arrives. Walking up to get your diploma, it may be a little hard to see, as you feel the firm handshake and hear, Congratulations, Doctor! A Achievement

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, fc- - rj I , -.-qs X ,f-.s-.N. . I I y Q., -.,tt,-,f tt. M J,-, tl., ' .1 . l , 3. .'-- ., - - 1 ' f- J .,,.!.,4, -, .U X, .., ... -...- -..M -r A- ., .. .J - TUDENTS entering medical colleges have, in their educational experiences, been introduced to a wide variety of subjects. Elementary school classes provide the foundation for communication skills the future physician must master. In the secondary schools he is acquainted with the basic sciences of life-physics, chemistry, and biology, and is briefed in the histories and social activities of the peoples of this earth. The early college years bring the student into close contact with the fundamental physical, chemical, and biological activities common to most forms of life. At the same time courses in the humanities,social sciences, and other liberal arts fields have served to emphasize that while the physician by necessity is interested in disease he is also interested in the man he treats. Since civili- zation is the accumulated cultures of mankind it be- hooves the future physician to acquaint himself with the forms and philosophies of the cultures influencing contemporary American life. Such is the student presenting to a medical school: aware of the needs of his community, of sound and eager mind, embued with intellectual enthusiasm that knows no bounds, and destined to pass through this life as a functional community citizen whose primary interest is the acquisition of self-satisfaction through service to mankind. American medical college curricula are tradition- ally divided into two blocks, each of two years. During the first two-year period, the so-called basic science years, the student is expected to extend and intensify the knowledge previously acquired in his undergradu- ut.: 'tjQp,,t:jog':j 1f.fL:w:-4: tl.Vft1:Z:'5:, . l:..7i't: c'l1 ffl::w ','-fizfilgirift l L cn, Qffzzl: J 14 12-its l .r 'lm mt 1 1 , -- '- ' of medical thinking and ideology. If the foundation is properly laid the student will be able to construct the ever-increasing tower of knowledge necessary for his practice of contemporary medicine. Such preparation is the object and aim of instruction in the several basic science courses. During the first year the lecture and laboratory material is designed to acquaint the student with the form, structure, and functions of the human body. To illustrate we can examine the courses of instruction: Anatomy is the study of the morphology of man. While morphology implies structure and form we must consider the various approaches in a course of study in anatomy. Man consists of certain parts, structures, and units visible to the unaided eye. The examination of these elements comprises the study of gross anato- my. Lecture material supplanted by detailed exami- nation of cadaveric specimen material in the laboratory sessions begins to reveal the mysteries of this organ- ism. Layers of tissue, blood vessels, nerves, muscles- all fitting together so beautifully as to make this body the truly marvelous structure it is. Recognizing, how- ever, that disease occurs on the level of the individual cells of the body, the medical student must also master the study of anatomy at the cellular level. This branch of anatomy is termed histology, a study of tissues. As the student observes the many tissues under the microscope, more of the mysteries of life naturally pass before him. For the first time he is able to com- prehend a small part of this often-narrow difference between health and disease, life and death. riff t 1 L-1 we , ,1:':'f-yr' nw: ,c-nz. +. 1 R J Nj, -,vw,,y,51.,5e, , 1 1 - -' 1 ,i ... .., .K ,. E X 1 1 N l t l A 'ifmr tv .fogu ,' ,::v, 73 t. ., i 5 to :K ., ..u,.,t,L::c. Q :t.t'::.gL X: ,: ,clfhstv lv ,UQ - - ., , 1 iii I L L - .,w..J.. - ., l l l t t L y ,