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

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Physiology was, for most of us, the first real exposure to a science of apparent precision and logic. Parenthetically, it was also The first exposure for many of us to the land beyond the Applachians. We were psyched out by The Principles of Fick, Curves of Starling, and Laws of Dalton, and by such goings on as Dr. Nolasko sticking microelectrodes into tiny hunks of meat. Even The precise reproduction of a certain diagram of the sequence of cardiovascular events proved to be a hang-up for some of The Troops. However nonsensical as much of this seemed to be, reflec- tion from a safe vantage point somewhere above GB might reveal that perhaps there was some useful relationship be- tween a dipole and a left bundle branch block onthe EKG, be- tween an FEV1 and the three pack a day man, or between the enterogastric reflex and a Bilroth I in The GI bleeder. Could observing accurately, reflecting soberly, deducing logically, testing conclusively, and following up assiduously actually fit in there someplace between the chief complaint and the Discharge Summary? And as far as the literature goes, can any basic science division match up against such clinical pearls as the probability of finding a toolbox fcomplete with toolsj and a lightbulb lwith a blue dotl in the rectum? CYearbook Series of Physiology l966J. One can always criticize, and rightfully so, the lack of correlation of the material with X-rays, fluoroscopy, clinical laboratory procedures, or lGod-forbidll a real patient. The fact remains that most of the material the Physiology Depart- ment presented to us can now be applied to our own patients, even though this fact was then cleverly camouflaged under laws, curves and principles. ..,. rm-A Ti Yf,, ,Elie ,i,, .ei - Mif 2e-7l7f'.ii- gCiiii'n i' DAVID OPDYKE, Ph.D., CHAIRMAN Seated L. to R. DAVID OPDYKE, Ph.D., CHAIRMAN, J. Ph.D., T. FRIGYESI, Ph.D., Standing JOHN BAUMAN, 27 Ill, M.D. B. NOLASKO, M.D., FRANK FERRANTE, Ph.D., DR. SCHNEIDER, JOSEPH BOYLE,

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The role of the physiologist in the care of patients in our medical school environment is similar to the part played by the best man in a wedding party. He knows he is performing a necessary function but he also knows he isn't going to be there for the most interesting part of the action. The physiologist's responsibility is to research and teach the normal function of the body. The medical student learns, with the assistance of the physiologist, how the finely tuned human machinery sounds when it is functioning properly. Later, he learns, with the assist- ance of others, to diagnose and treat or repair those parts or systems which develop malfunctions. He acquires a characteris- tic mental skill and agility, based on his knowledge of what is normal, which leads him through logical and sequential reasoning to proper conclusions and actions for the benefit of his patients. The reward for we physiologists in this game is to observe the development of this mental characteristic in students, to hear and see them apply their knowledge and skill for the betterment of a patient's health and to know that we contributed to the development of that skill and knowledge. Strictly speaking, the medical school physiologist rarely has direct contact with or influence on the care of patients, however, through what our students do subsequently we feel we make a very significant contribution to the health care of patients in our community. More indirectly, the physiologist continuously seeks new information concerning the mechanisms responsible for health and disease, He shares his knowledge with people who ultimately are responsible for patient core. Thus, the interchange of information and ideas at this level also is a contribution to the health care of patients. Dr. D. F. Opdyke Professor and Chairman 21

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