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

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O broaden his knowledge of the student directs his attention 'f cerning function. He now rt structural eleinents of the living pose of comprehending the hows whys of several life processes. In this 'study' in respiration, metabolism, growth, reproduction activities peculiar to living organisms telligible processes, each and closely relating to the vt oi the organism. The student mechanisms involved in these actions between the several functional systems in living forms. Recognizing that control mechanisms are oi fundamental importance to an orderly existenc-e, par- ticular attention is given the complexities of the nervous and endocrine systems: for these are indeed the great regulators of all activities in the human body. with the An equally important part of the first year of work is devoted to an understanding of the mysteries of life at the .molecular level. Here the chemical mechanisms of the same processes as were studied in physiology are reviewed. Studies in the chemistry of 1ife-physi- ological chemistry, are destined to add another dimen- sion to an increasing understanding of how closely integrated are structure and function. When we consider that ingested materials for the greater part serve the needs of both an energy source and units for the syn- thesis of new living material, it is indeed a staggering feat to undertake the task of comprehending how nature serves to perpetuate and improve itself from the few raw materials with which it is supplied. Thus, at the completion of the first year of study in the major basic science courses the freshman medical student has spent countless laborious hours and en- dured numerous mental challenges in his struggle to appfoaElTl13IlW'inenlwfh anlunderstandingbl Botlflk I the fine and gross aspects of their structural organiza- tion and with true insight into the functional events ot life While the first year student was exposed to mater- ial which was more or less cr continuation ot his introductory science courses, the second year presents the introduction of unique material. For while the basic information first acquired represented health and lite. the material now shows how alterations from the usual patterns produce disease and death. In the study of pathology the student learns the basic or fundamental aspects ot disease by observing in fixed specimens, at the post-mortem examination. and through the microscope the various changes in structure which have been incompatible with a corn- pletely functional existence and hence have produced altered function-disease. Once masteringkthe funda- student learns not only what laboratory procedures are available but to intelligently use them to his and patients' 'bestf advantage. Reliability, reproduce- lityg ,specifi ity, cost, and numerous other factors of problems to the student evaluating abi c to pathology is a field of interest student that information relating microbe. Once introduced to the viruses, and common para- again witnesses in the laboratory how these minute forms can raise complete havoc with the living human form. For as he acquires knowledge about the nature of the invader, so does he gain insight into the mechanisms whereby the host resists or at least labors to remain the domi- nant iorce in this host-parasite interaction. Included in the course work is a study of infectious diseases due to microbial agents along with work centered on the natural and therapeutic mechanisms whereby the spread of and destruction by microbial diseases re- mains checked. Laboratory exercises acquaint the student with the many procedures which he may later employ in the diagnosis of specific disease states in his patients. The major basic science course study is completed by investigations into the field of drug therapy-pharma- cology. Where the initial interest of the student physi- cian was to develop a clear understanding of the essential mechanisms of the body systems, he now uses the same approach to evaluate the effects of various classes and types of therapeutic preparations. Lecture presentations and laboratory experimentations provide the student with information requisite to the selection of judicious and rational drug therapy in the ill patient. In addition, the student is taught to YQCFOQIIIZTHYET 'tiid 'Etiitf6l EtiEI'1'therapeutic problems as addiction, intolerance. and overdosage. In the Osteopathic school of medicine the student passes through the usual course work in the basic sciences. In addition he is exposed to other courses which are by all rights considered a basic science group since their purpose is to acquaint the student with the philosophy of the Osteopathic concept ot medicine and therapy. The classrooms present detailed lecture material on the history. conceptual nature, theory. and mode oi application of Osteopathic knowl- edge to a better understanding of the diagnosis and treatment ot disease and the diseased body. Laboratory sessions serve to provide the student with ample oppor- tunity to develop those diagnostic and manipulative skills requisite to the practice of properly orientated Osteopathic medicine. At the completion ot these two years ot medical mentals he directs his attention to a detailed study of the more representative pathologies of the various systems and organ structures of the body: as before, always integrating the features of distorted structure with dysfunctions observed in the patient or measured in the laboratory. Part of his study in pathology is concerned with a study of the role of the laboratory in the diagnosis and determination of disease. Here the school work thegstudentl'diteiimfeels'leihaustedf-dvi worked, and mentally fatigued, yet he now enters that phase of his education directly concerned with the application of his recently acquired knowledge to the patients who will shortly be before him. Such a change in perspective calls forth those resources destined to transform this student of health and disease into the practitioner of the future.

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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 ,

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The Student Doctor ' l- z at ,F , ,H PON entering into clinic duty the student becomes Doctor to his patients. At last one is ready to begin applying the knowledge acquired during the previous three years. I The first day is filled with mixed emotions. The student doctor is ready and he hears the main desk page, Student Doctor Iones, desk please. He hurries with hesitancy to the desk and to his first real patient. After the necessary charts and medical records are secured, the student doctor and the patient report to one of the general clinicians to get the admitting diagnosis. From there the student doctor takes the patient to one of the many examination rooms. An accurate history and a complete physical is taken of the clinic patient. The student doctor 'is now ready to outline therapy for the patient. This may mean further consultation with one of the many certified specialists at the clinic which include intemal medicine, surgery, proctology, derma- tology, pediatrics, gynecology, obstetrics, orthopedics, physical medicine and rehabilitation, radiology, cardi- ology, urology, psychiatry, opthalmology, and otorhi- nolaryngology. After consultation, the student doctor outlines therapy and re-consults with the clinician to study and discuss the proposed treatment. Therapy is began fol- lowing this careful study and consideration. Once the initial therapy has begun the patient is carefully watched by the student doctor of Osteopathy and the course of the disease and treatment is carefully recorded or evaluated by the watchful and careful eye of the doctors of Osteopathy who make up the staff of the clinic. . It does not take long for the student doctor of Osteopathy to realize his great potential in the field of Osteopathic medicine.