New Jersey College of Medicine - Journal Yearbook (Jersey City, NJ)

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So much emphasis Today is being placed upon cell funcTion wiTh all iTs biochemical ramificaTions ThaT iT is overlooked, even by Those who should know bef- Ter, ThaT a docTor musT have a basic familiariiy wiTh The sTrucTure of The normal body. IT is equally True ThaT knowledge of AnaTomy on a microscopic and ul- Tramicroscopic level furThers undersTanding of The ac- TiviTies of organs and The disease processes which beseT Them. For a momenT, leT us examine ThaT area of morphology which, incorrecTly, represenfs The enTire field-Gross AnaTomy. There are few medical specialiTies which can be pracTiced wiThouT some foundaTion in This subiecT. For The surgeon who needs more deTailed knowledge, This goes wiThouT saying. For oTher pracTiTioners, wheTher percussing The chesT, palpafing The abdomen, exploring The pelvis or sTudying an X-ray plaTe, The posiTion of The organs and Their relaTions To each oTher musT be known. If The foregoing appears To be an oversimplifica- Tion, iT was merely infendecl To indicaTe The place of Gross in These changing Times. Only a relaTively few years ago There was an overwhelming emphasis on The dissecTion course. Much Time was spenT in a frequenTly fruiTless search for minuTe sTrucTures which were of liTTle pracTical value. CounTless hours were wasTed in memorizing The names of every ridge and groove on The bones. The exacT origins and in- serTions of The muscles were assiduously commirred To roTe, noT because iT really made sense buT because iT had been done for generaTions pasT. UnTorTunaTely, of all These deTails, only a fragmenT were reTained. Today, we are aTTempTing To emphasize Those Things which have clinical relevance-a relevance which we Try To demonsTraTe by early exposure To clinical siTuaTions. Early in his firsT year The sTudenT is shown how To examine The exTremiTies, The chesT and abdomen. He is encouraged To observe surgery and child birTh and, when possible, To aTTend posT mor- Tems. IT is our belief ThaT, alThough we require far fewer deTails, The sTudenT will reTain whaT is impor- TanT and will undersTand how To apply This informa- Tion To The TreaTmenT of paTienTs. l Think iT is also perTinenT To indicaTe The Tremen- dous changes which have occurred in research paT- Terns during This generaTion. There are relaTively few AnaTomisTs in The world Today. Our inTeresTs in This DeparTmenT are varied and are represenTaTive of whaT is going on everywhere. They range from The conTrol of Thyroid funcfion To reproducaTion and The fields of ferTiliTy and sTeriliTy, from The role of The Thymus in organ TransplanTaTion To The effecTs of chemicals and baromeTric pressure on embryonic developmenT, from The localizaTion of higher brain cenfers affecfing emoTion To ulTrasTrucTural changes resulTing from experimenTal procedures. In each case, Though sTill in ofTen preliminary sTages, There will evenTually be applicaTions To paTienT care. E. Lawrence House, Ph.D. AcTing Chairman DeparTmenT of AnaTomy 13

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Anatomy was our initiation to medical school. We came fresh from college-bright-eyed, dedicated, and ready to work, vve thought. And then the fun began. After a brief speech by Dr. Bocabella about how we shouldn't worry about things academic, off we went to meet our cadavers. Remember how gallantly we offered our dissecting partners the honor of making the first incision? What a beginning for a career of .. great medical healing! ln the days and weeks that followed, we found out what a ding-dong practical was, and how long a written exam could be. And can we ever forget those lectures by Dr. Curtis, briefly reducing three-dimensional anatomy to a two-dimensional blur on the blackboard? We learned that Dr. Miranti, with Dr. Net- ter's help, could explain lust about everything there was to anatomy, in about eight hours or so. But most of all, we I learned anatomy. When sophomore year rolled around, we had a new depart- ment head. We now faced what some called the double jeopardy course-sophomore clinical anatomy. lt turned out to be a re-hash of first year anatomy, and suffered from or- ganizational problems. But the review was helpful and only mildly traumatic. As we look back now, what can be said about the value of what we went through in these two courses? The answer seems obvious-to treat patients one must know how patients are put together. And many of the acts we will be performing as physicians will be based onthe anatomy we learned in our first months in medical school. E. LAWRENCE HOUSE Ph.D., ACTING CHAIRMAN ANTHONY BOCCABELLA, Ph.D 14