SUNY Downstate Medical Center - Iatros Yearbook (Brooklyn, NY)

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f 'i ., ' ' i, 1, , , , , il 1 ..,. ,, Mi. , , I , , . A.DAM M. 14ILLIiR, A.M. Professor of Anatomy Dram of flu' College of Mvdifiur 'B.A., Princeton University, 1901, A.M., 19025 Fellow of American Association for Advancement of Science: American Association of Anatomistsg New York Academy of Science. Text book of Embryology Uiailey and Millerj, 1909, 4th Edition, 1921. Scientific papers contributed to Journals. Lichouizm-Declicnnt, 1922. li Page Sixteen 1

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we I L 'I -I qv 5, I V 'ffl F75 1 Q , ' ,,.ff?4J7f ' n 1 I tw 'M g I-Ji' 'ixpim-,' r fr,-H,g,,,-.,ggI5,., .,,. -17-- - AI 1-2. L, ',,, N, H H- QQ ,Mr mp- ,---Au -.L -J ff! WY NLE, F , gli-J ,, . , A Q F. L . .Y Y . AE. fs. , X 4 V 4 f,,- -- - I . ,...-....,-V:,..xi,-. fi? 4 E r in w 'Q Q THE LONG ISLAND COLLEGE HOSPITAL 1 N BROOKLYN.NEW'YORK t ' COLLEGE OF MEDICINE w l w fl February 8, 1928 li Q l To the Students of the w , Long Island College Hospital The statement has been made frequently of late that an institution of learning consists of the Faculty and students and only in minor degree of 3 buildings and equipment. After an experience of 5 many years as an educator, I am convinced of the truth l 1 and importance of this statement. You as students, il w therefore, should cherish the distinction of the 1 l members of the Faculty of your Alma Mater and 1 realize that her reputation rests in your keeping i and depends upon the record which you make in the I profession for which you have been trained. On the other hand ,I am not satisfied with the l restricted abode of our School of Medicine. We need 'H at once enlarged laboratory facilities and a library l l hall. Here, therefore, is an opportunity for the Alumni and for the friends of the Long Island College Hospital to furnish that which is so vitally needed l w in the institution which claims our loyalty and I W affection. 5 X Very sincerely yours, W H H CD Wkk I y,4,v-:LAX , V President. 1 S:QQQQIil '4'k 'cci iii1itiiti1 ict' 'i 22 .-.l:,ilg1ii.... LL-13

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1 4-fy fd 3,419 . ,. A ,l,RfkaVL,V,flp 'iy-iii, V his L Jlffs. ' 71 f - .iq if 4, f-- . - ,A . .i V: ,V . , 2 Q .X ,ill -A lv V.. 1 iv-'it 3:ili,k,i1 J. nr. .-.P t..,lr..:, 1 ' .Lwiaglg mg.-yay .j'jgi1i-Ija,ini-fifi 2ff ffi'LzJ,Q A f,gi,Uf3lq:Q1tsgi If it X ' 'r' l ' ' ' f' - i i Y if-1' - -,T X2-.4 .- fl-. tcp- gi2i-:-ffv - H, .-. ,., V-, i 1 1 1 1 i , 4 , Administration QUARTER of a century ago there were many medical schools in the United States, more than 150.-good, bad, and indifferent. r'-if my Through the ehiorts of a number of agencies, including the high- class schools themselves, a reasonable degree of standardization '- was brought about, and about 50 per cent of the medical colleges including practically all the poor ones were compelled to close their doors. Standardization can be overdone, and was overdone. It was soon realized that. granting a certain reasonable minimum requirement for all schools, each school should be allowed some latitude to develop as careful thought on medical education as circumstances dictated. The result of this policy and of the changing conditions in the science of medicine has been a tendency for in- dividual schools to carry out plans of instruction that were designed to meet various needs. Some schools have assumed the function principally of train- ing students along research lines: some are producing teachersg some are combining these two functionsg all of course are training a certain number of men and women to practice Medicine. Long Island was founded upon the idea of training students to be general practitioners, and is still carrying forward that policy. But at the same time she is not unmindful of the spirit of research or of the high place of the successful teacher. The outstanding feature this year in the progress of the Medical School is a modified curriculum which has been approved by the Association of American Medical Colleges and by the American Medical Association. We do not mean that the present curriculum is a new departurej It is an attempt to adjust the methods of training to the needs of the general practitioner. The underlying principle is the correlation of the clinical branches and the fundamental sciences. The Hrst year student is brought into Contact with sick patients to an extent sufficient to enable him to appreciate the value and applicability of the fundamental sciences in clinical work. It is hoped that anatomy and physiology and chemistry and allied subjects will have for the student, early in his course, a significance that will help to impress them upon his mind and make them an integral part of the mental equipment with which he will approach medical problems in the future. A similar plan of correlation is carried out in the second year. Again there is brought to the student's attention a sufficient amount of clinical materiaa to enable him to see the value of pathology and bacteriology and to in- corporate these suhjects also in his mental armamentarium. The third year student is introduced directly to the sick patient in the dispensary. Here he should learn the art of approach to the patient and he should lea1'n the importance of the patient's history. And if the medical student is worthy of the name he will know by this time that the fundamental sciences are not things supposed to have been learned in the first and second years and then forgotten. During the third year the value of clinical labora- tory procedures also become a part of the student's mental equipment. All I Page Seventeen Il