Temple University School of Medicine - Skull Yearbook (Philadelphia, PA)

Page 8 text:

DEDICATION As the Skull is prepared each year it is customary for the graduating class to dedicate it to the person fell to have best exemplified an ideal in medicine or to have made the most dedicated effort toward medical education. But as we looked back on these last four years, it became clear that there were many whose instruction, example, presence were vital to and made a lasting impression on our education. We found it difficult to choose one whose effort or contribution exceeded all others. It was also clear that the formation of a physician was a many—faceted endeavor that required concerned, dedicated input from many sources in order to produce a complete physician - one who was at once scientist, clinician and person. Therefore we decided to recognize those whom we felt contributed the most, in their respective spheres, toward ensuring our complete development. First and foremost we wish to dedicate the 1976 Skull to our families. Those whose presence reminded us that we were social beings, that there was a world outside of our textbooks and charts that deserved our attention; and that likewise our patients were members of that world and that their total care required attention to and concern for social factors and quality of life as well as numbers on charts and shadows on x—ray films. Next, w-e wish to give special recognition to the department that combined academic excellence, dedication to teaching, responsiveness to student input to make the greatest contribution toward our scientific development during our pre-clinical years - Dr. Morton Klein and the Microbiology Department. Finally we wish to give very special recognition to the faculty member who inspired us most toward the art of medicine during our clinical years — Philip S. Barba, M.D. Our families — parents, spouses, children — are the people who mean the most to us, but have received the least of our attention during these last few years. Vet, without our families to share our successes and support us through our failures, our successes would have been empty and our failures overwhelming. Our spouses and parents learned from us and taught us many lessons. They learned - although not necessarily enthusiastically - that the bones in our boxes were real, and that nutmeg liver was not something served in the cafeteria. They also received innumberablc fundiscopic exams, held their breath indefinitely while we tried to hear an S2 split, and willingly submitted to having every pathologic reflex tested for — all in the name of helping us prepare for physical diagnosis. Our families unfortunately learned too, that our practice of medicine meant spending many lonely nights while we studied for exams, or were on—call, or were just late at the hospital. But our families also taught us many important lessons. They reminded us that there were names other than Ellis—Anderson—Harrison — Schwartz that we should use frequently. They kept us aware of Plato’s admonition that our patients were more than symptom complexes and laboratory data, “For this is the great error of our day in the treatment of the human body, that physicians separate the soul from the body.” Thus, while at times it may have seemed that we took those closest to us for granted and failed to notice their support—encouragement understanding-presence we feel it appropriate to dedicate the 1976 Skull to them as a means of expressing our awareness of how important their contribution has been and will continue to be to us. When look back upon my early days am stirred by the thought of the number of people whom have to thank for what they gave me or for what they were to me. At the same time am haunted by an oppressive consciousness of the little gratitude really showed them while was young. did occasionally wake up out of that youthful thoughtlessness which accepted as a matter of course all the care and kindness that experienced from others, and believe became sensitive to my duty in this matter just as early as did to the prevalence of suffering in the world. But down to my twentieth year, and even later still, did not exert myself sufficiently to express the gratitude which was really in my heart. valued too low the pleasure felt at receiving real proofs of gratitude. Often, too, shyness prevented me from expressing the gratitude that really felt. Albert Schweitzer 4

Page 7 text:

The graduating class of 1976 shall long be remembered in the annals of Temple University School of Medicine. You are graduating in the Bicentennial year of our Nation, and in the City of Philadelphia where it all began two hundred years ago. Your graduation year also coincides with the Diamond Anniversary of your Medical School. At a special meeting of the Board of Trustees of Temple College on March 23, 1901 it was ordered that an evening medical school be opened in connection with the other departments of the Temple College. Although the opening of this School, at a time when the whole nation was witnessing a rash of new and unapproved medical schools, attracted much criticism and ominous predictions for the future, there was no doubt in the minds of the Board of Trustees about the wisdom of their decision. Time has proved them correct, and much of the credit for this wise decision must go to Temple's founder, Dr. Russell H. Conwell. The School started with quality in the form of the men and women who made up its first faculty and student body, and the clinical facilities of the Samaritan Hospital. There were thirty-one students, twenty faculty, and a twenty—bed hospital. The curriculum, with the same number of hours as were devoted to it in a day school, was given over five years of evening instruction. The first graduating class to complete the whole curriculum numbered fourteen; two of these were women. Day classes were offered for the first time in 1907 08. The names of those early teachers include Roxby, Babcock, Krusen and others, and the accomplishments for which they are remembered attests to the wisdom of Dr. Conwell and the Board of Trustees in founding the School. Nevertheless the Flexner report of 1910 was anything but laudatory and included negative comments regarding lack of full-time faculty, insufficient beds, inadequate facilities and the cq—mingling of medical, dental and pharmacy students in the same classrooms. The going was rough and uphill all the way for many years. The School has come a long, long way since 1901. But here we are in 1976, in the year of our Diamond Anniversary, graduating a class of 179 students from all kinds of backgrounds, each of whom has endured long years of hard study to emerge triumphant from a tough, demanding and thorough curriculum. The diversity of backgrounds reflected by the class of 1976 and the individual accomplishments of its members in the face of very stiff requirements are continuing signs of the strength, spirit and purpose of this fine institution. But your task has only just begun. In the next few years you will complete the clinical training needed to qualify you as independent practitioners. Then begins not only a long and satisfying life of service, but also a long life of continued learning. As with your School in the past as well as in the future, much of this journey will be uphill. If it isn't, we won’t be trying hard enough. Congratulations and sincere best wishes to the Class of 1976. I am confident that you'll continue to be a credit to yourselves, to the profession, to the School and to society. Roger W. Sevy, Ph.D., M.D. Dean Temple University School of Medicine 3

Page 9 text:

Gerald D. Shockman, Ph.D., Chairman, Dept, of Microbiology; Michael L. Higgins, Ph.D.; Morton Klein, Ph.D., Acting Chairman 1973—1974. Alois H. Nowotny, Ph.D.; Toby K. Eisenstein, Ph.D. Kenneth R. Cundy, Ph.D. and Lolita D. Moore, Ph.D. Mrs. Cundy. Leonard J. Zubrzycki, Ph.D. The Microbiology Department, under the leadership of Morton Klein, Ph.D. (acting chairman 1973 74), presented the core course in Microbiology during our sophomore year. The department presented a course that was in all aspects a refreshing departure from our usual fare of pre-clinical courses. The philosophy of the Department of Mircrobiology was to learn and have a good time doing it. The lecturers in the department were all well prepared and enthusiastic. They presented good, referenced lecture outlines that were followed. They produced a first-rate effort to make a potentially mundane classification of organisms, life cycles, and mechanisms of antibiotic action come alive. Dr. Klein and his faculty displayed an ongoing concern for the degree of student reception of the course material through a series of weekly student evaluation sessions. The department was also keenly aware that, as medical students, the clinical application of their subject was of prime interest to us, and they presented such correlation whenever possible. It is for the department’s cohesiveness, standards of academic excellence, genuine enthusiasm for teaching, awareness of student’s interest in the clinical aspects of their material that we dedicate the 1976 Skull to Morton Klein, Ph.D. and the Microbiology Department as exemplifying the ideal for a basic science department. 5